THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


//», 


, 


LESSONS 


IN 


•*• 


Carefully  Prepared  and  Graded 

with  a  view  to 
Simplifying  the  Study, 


Chicago: 
O.  M.  POWERS. 

J897. 


COPYRIGHTED 

18%. 
BY  O.  M.  POWERS. 


Copyright,  1897, 

BY 
O.  M.  POWERS. 


PREFACE. 


(A 


OS 

op 


ANY  teachers  and  students  of  Munson  Phonography, 
while  appreciating-  the  many  excellent  qualities  of  the 
system,  have  felt  the  need  of  a  text-book  that  teaches 
"modern"  Munson,  and  is  arrang-ed  in  conformity  with 
the  latest  and  bert  methods  of  teaching  shorthand.  The 
present  work  is  an  effort  to  meet  this  demand  and  to  put 
forth  a  book  that  will  lighten  the  teacher's  labors, 
quicken  the  students'  interest  and  arouse  their  ardor  in 
their  work,  and  produce  skillful  and  enthusiastic  Munson  steno- 
graphers. 

No  school  that  has  been  using  Munson  Phonography  needs  to 
have  pointed  out  the  prominence  the  system  has  attained  in  the 
shorthand  world,  nor  the  eminently  satisfactory  way  it  meets  the 
requirements  of  teachers  and  writers  of  shorthand. 

The  claim  is  often  made  that  Munson  Phonography  is  not  as 
rapid  as  some  other  systems.  A  comparison  of  the  different  sys- 
tems, however,  will  show  that  the  basis  of  this  claim  lies  simply  in 
the  fact  that  the  text-books  of  a  few  other  systems  contain  a  greater 
number  of  arbitrarily  contracted  word  forms  than  are  to  be  found  in 
the  existing  Munson  text-books.  There  is  nothing  in  the  structure 
of  any  other  system  that  makes  possible  a  greater  degree  of  speed 
than  is  obtainable  with  Munson  Phonography.  It  is  enough  for 
the  student  to  learn  the  word  signs  necessary  for  ordinary  work, 
adding  to  this  list  as  experience  requires,  modified  by  the  ingenuity 
of  the  stenographer  to  invent  contractions  and  his  ability  to  memor- 
ize them. 

Munson  Phonography  excels  all  other  systems  of  shorthand  in 
completeness  and  logical  arrangement;  the  fundamental  rules  have 
few  exceptions,  and  when  properly  applied,  produce  brief,  easily 
made,  and  remarkably  legible  word  forms.  The  arbitrary  part  of 
the  system  is  confined  to  that  class  of  words  known  as  "con- 
tractions," and  the  learner  does  not  have  to  burden  his  memory 
with  lists  of  exceptions  in  the  writing  of  ordinary  words.  The  sys- 
tem was  not  constructed  with  only  one  idea  in  view;  therefore, 
legibility  has  not  been  sacrificed  to  speed,  nor  speed  to  legibility, 


448547 


but  by  a  happy  combination  both  speed  and  legibility  have  been 
secured  by  the  use  of  a  comparatively  small  number  of  rules,  which 
are  easily  understood  and  of  almost  universal  application. 

This  book  contains  all  the  instructions  and  exercises  that  will 
be  needed  until  a  pupil  enters  an  advanced  dictation  class.  Pupils 
who  complete  this  course  of  instruction,  doing  thoroughly  all  the 
work  laid  out,  and  following  all  suggestions,  should  be  accurate 
writers  and  good  readers,  ready  for  speed  practice  and  the  technical 
instructions  that  come  under  "reporting." 

Among  the  features  of  the  book  are  the  following: 

The  completeness  of  a  "reference  book"  combined  with  the  best 
arrangement  for  learning  the  system. 

A  careful  mingling  of  the  theoretical  and  the  practical  parts  of 
shorthand,  in  a  way  to  interest  the  student,  and  not  overburden  his 
memory  with  exceptions  and  "contractions." 

Clear  and  concise  rules  and  explanations,  written  in  a  way  to 
save  the  teacher  from  making-  long  explanations  and  answering 
needless  questions. 

A  full  page  reading  exercise  in  connection  with  each  lesson, 
placed  next  the  text  it  illustrates. 

Voluminous  writing  exercises  (in  connection  with  the  reading 
exercises),  testing  the  pupil's  understanding  of  the  lesson,  and  pro- 
viding large  word  lists  under  the  several  fundamental  principles. 

Sentence  writing  from  the  start;  teaching  the  pupil  to  think  of 
^ords  connectedly,  and  exercising  his  memory. 

The  early  introduction  of  the  "word  signs"  in  small  groups, 
making  their  mastery  a  pleasure  instead  of  a  task. 

Extra  efforts,  in  the  way  of  special  lessons,  suggestions,  etc.,  to 
secure  the  legibility  of  the  pupil's  shorthand  notes. 

Special  attention  called  to  the  close  connection  of  grammar  and 
rhetoric  with  shorthand. 

A  special  chapter  on  court  reporting. 

The  author  desires  to  take  this  opportunity  to  present  his  fra- 
ternal greetings  to  the  shorthand  profession,  wishing  each  member 
of  it  success  in  his  chosen  work.  It  is  earnestly  hoped  that  all  who 
may  peruse  this  book  may  discover  in  it  some  valuable  suggestions, 
that  teachers  may  find  it  a  satisfactory  text-book,  productive  of  the 
most  gratifying  results,  and  that  to  students  it  may  prove  a  course 
of  instruction  easy  to  understand  and  interesting  to  follow. 

J.  E.  CHRISTY. 
CHICAGO,  July  15,  1896. 


CONTENTS. 


Preface 3 

Introduction 7 

LESSON  I. 

Table  of  Consonants 10 

Remarks  on  the  Consonants 10 

LESSON  II. 

Vowels  A  and  O.  12 

Order  of  Reading  Vowels  12 

How  to   Pronounce  Shorthand  Out- 
lines   12 

LESSON  III. 

Vowel  Representation 14 

Long  Vowels  . 14 

Consonant  Positions  14 

LESSON  IV. 

Short  Vowels 16 

Diphthongs 16 

Concurrent  Vowels. ." 16 

Initial  I 17 

LESSON  V. 

Joined  Stems 19 

Vowels  Between  Consonants 19 

Word  Position 19 

Contractions 21 

LESSON  VI. 

R  and  ft 22 

L  and  L 22 

Sh  and  Sh  22 

Medial  Strokes 22 

Contractions 25 

LESSON  VII. 

Circles  and  Loops 25 

The  S  Circle— How  Made 25 

Order  of  Reading 26 

Uses  of  the  S  Circle 26 

Circle   Between    Two   Consonant 

Strokes  26 

Vowel  Before  a  Medial  Circle 28 

LESSON  VIII. 

Circles  and  Loops— Continued 32 

Circle  and  Stem  S  Distinguished.  32 

Initial  Z  32 

The  SES  Circle 33 

The  ST  Loop 33 

The  STER  Loop 33 

An  Additional  Circle  After  Loops.  34 


LESSON  IX. 

Initial  Hooks 

The  L  and  R  Hooks— How  Made.. 
Uses  of  the  Hooks 

LESSON  X. 

Initial  Hooks— Continued 

Circles  and  Loops  Before  Hooks 

Special  Vocalization 

W  and  Y  Hooks 

The  IN  Curl 


LESSON  XI. 

Final  Hooks 

The  F  or  V  Hook 

The  N  Hook 

The  S  Circle  After  a  Final  Hook.. 
Uses  of  F  and  N  Hooks  and  Stems 

The  SHUN  Hook 

The  TER  Hook 

The  SHUN  Curl  

L  after  a  Final  Hook =2 

LESSON  XII. 

Double  Lengths 56 

Positions  of  Double  Lengths 56 

Order  of  Reading 57 

LESSON  XIII. 

Halving. , 60 

Positions  of  Half  Lengths 60 

Order  of  Reading 60 

LESSON  XIV. 

Joining  of  Half  Lengths 63 

Prohibited  Joinings 63 

Disjoined  Half  Lengths 63 

Cautions 64 

LESSON  XV. 

Brief  Signs.    Negatives.    Past  Tense.  68 

The  H  Tick 68 

Brief  W  and  Y 68 

Negatives 69 

Past  Tense  of  Regular  Verbs 69 

LESSON  XVI. 
Consonants  Indicating  Vowels 74 

LESSON  XVII. 

Prefixes 78 

'Con" 78 

'  For" 78 

'  Magna" 79 

'Self" 79 

'With" 79 


CONTENTS. 


LESSON  XVIII. 

Suffixes.  ...............................  83 

Ble"  .............................  83 

Bleness"  ........................  83 

Ever"  ..........................  83 

Form"  ..........................  83 

Ing"  .............................  83 

Mental"  .........................  84 

Ology"  ..........................  84 

Self5'  .........................  84 

Ship''  ...........................  84 

Soever"  ..........................  84 

Worthy"  ........   ..............  84 

LESSON  XIX. 

Word  Outlines  in  General  ............  87 

Omission  of  Vowels  ...............  87 

Choice  of  Outlines  ................  88 

"Ly"  .............................  88 

"Ry"  ............................  89 

"Ty"  ..............................  89 

"Ture"  .........................  89 

LESSON  XX. 

Consonants  Omitted  ..................  93 


K  and  G 
T 


93 
93 
93 
N  .................................     93 

M  ..........  ;  ........................     93 

Omission  of  Hooks  ...............    94 

"  Tial-ly"  ...........................     94 

Peculiar  Forms  ...................    94 

LESSON  XXI. 
List  of  Words  Discriminated  ...          .98 


LESSON  XXII. 

Word  Signs  and  Contractions 105 

LESSON  XXIII. 

Phrasing 118 

Theory  of  Phrasing  118 

Words  that  Should  Be  Joined 119 

Phrase  Position 120 


LESSON  XXIV. 

Circle  and  Loop  Phrases 125 

The  S  Circle  125 

The  Ses  Circle 125 

The  St  Loop 126 

The  Ster  Loop  126 

LESSON  XXV. 
Half  Length  Phrases 131 

LESSON  XXVI. 

Double  Length  Phrases 134 

"  The  Other" 135 

LESSON  XXVII. 

Initial  Hook  Phrases 139 

The  L  Hook 139 

The  R  Hook  139 

W  and  Y  Hooks 139 

The  In  Curl 143 

LESSON  XXVIII. 

Final  Hook  Phrases 144 

The  V  Hook 144 

The  N  Hook  145 

The  Ter  Hook 146 


LESSON  XXIX. 
Breves 

I,  of,  a-n-d,  The 

He,  Him,  How,  Have 

Who-m 

Without,  When 

With,  What.     

Would,  We,  You-r 

Away,  Way 

Breves  in  Proximity 

Fourth  Position 

Cautions.  

Special  Phras_es 

Court  Reporting 

Technical  and  General  Reporting  — 
General    Observations    on    Reading 

Notes 

General  Remarks 

Dictation  Exercises 


15° 
15° 
151 
152 
152 
152 
'53 
154 
'54 
'54 
157 
J59 
165 
168 

170 
173 
175 


INTRODUCTION. 


PHONETICS  APPLIED  TO  SHORTHAND. 

ORDINARY  SPELLING  AND  SHORTHAND  CONTRASTED. 

J. — The  student  of  phonography  meets  a  great  difficulty 
at  the  beginning  of  his  work  in  the  fact  that  the  ordinary 
spelling  is  not  phonetic — words  are  not  spelled  as  they  are  pro- 
nounced. In  this  respect  English  is  worse  than  almost  every 
other  language.  This  unphonetic  spelling  makes  trouble 
not  only  for  the  student  of  phonography,  but  for  everyone 
using  the  language.  If  words  were  spelled  as  they  are  pro- 
nounced, there  would  be  little  labor  in  learning  to  spell;  and 
further,  the  spelling  would  always  indicate  the  proper  pro- 
nunciation. We  mispronounce  most  of  our  words,  and  are  a 
nation  of  bad  spellers,  because  our  ordinary  spelling  is  not 
phonetic.  The  difficulty  will  be  better  understood  when  it  is 
noticed  that  there  are  at  least  forty-two  sounds  in  the  English 
language,  and  some  authorities  make  more,  and  our  alphabet 
contains  but  twenty-six  letters,  thus  requiring  some  letters  to 
stand  for  more  than  one  sound;  and  to  make  matters  worse, 
some  sounds  are  represented  by  different  letters  in  different 
words. 

THINKING     OF  WORDS  PHONETICALLY. 

2. — As  shorthand  writing  is  phonetic,  the  task  before  the 
beginner  is  to  familiarize  himself  with  the  sounds  of  the 
English  language,  memorize  the  shorthand  signs  for  them, 
and  learn  to  think  of  the  sounds  of  words  rather  than  of  the 
spelling.  After  some  practice  the  student  will  be  able  to' 
picture  the  phonographic  outlines  of  words  when  he  hears 

7 


8  LESSONS  IN  MUNSON  PHONOGRAPHY. 

them  spoken,  without  thinking  of,  or  being  disconcerted  by, 
the  ordinary  spelling  of  words. 

NUMBER  OF  SOUNDS  IN  THE  LANGUAGE. 

3. — For  the  purposes  of  shorthand  we  will  assume  that 
there  are  forty  sounds  in  the  English  language — sixteen 
vowels  and  twenty-four  consonants.  It  is  not  necessary  to 
do  more  than  name  these  sounds  in  this  book,  but  the 
student  is  urged  to  look  up  the  subject  of  orthoepy  in  a 
dictionary  or  some  similar  book. 

VOWEL  SOUNDS. 

4. — Vowel  sounds  are  produced  by  the  unobstructed 
emission  of  the  sounding  breath,  modified,  but  not  obstruct- 
ed, by  the  vocal  organs,  and  are  represented  in  the  alphabet 
by  the  letters  a,  e,  i,  o,  u  and  y.  In  the  English  and  kindred 
languages  the  vowel  sounds  form  the  less  important  part  of 
a  word,  being  used  principally  to  give  volume  and  euphony. 

CONSONANT  SOUNDS. 

5. — Consonant  sounds  are  produced  by  the  partial  ob- 
struction of  the  sounding  breath  by  the  vocal  organs.  The 
consonants  are  the  most  important  part  of  a  word  in  English, 
and  may  be  called  the  skeleton  or  framework  of  a  word. 

METHOD  OF  WRITING  A  WORD  IN  SHORTHAND. 

6. — Following  out  this  idea  of  the  consonants  being  the 
framework  of  a  word,  it  is  the  practice  in  phonography  tci 
write  the  consonant  sounds  of  a  word  first,  representjng  them 
by  a  series  of  lines,  which  is  referred  to  as  the  outline  of  the 
word.  The  vowel  sounds  are  then  represented  by  dots  and 
dashes,  placed  in  the  proper  relations  to  the  consonant  lines. 

THE  CONSONANTS. 

CONSONANT  REPRESENTATION. 

7. — The  scheme  of  consonant  representation  is  built  up 
from  a  straight  line  about  one-fifth  of  an  inch  in  length  and  a 


PHONETICS  APPLIED  TO  SHORTHAND.  9 

curved  line  of  equal  height.  Thus  |  ^.  By  light  and  shaded 
strokes,  and  difference  in  slant,  the  required  number  of  signs 
is  secured.  (These  signs  are  given  in  the  table  on  page  10). 
Sixteen  of  the  consonant  sounds  form  pairs,  both  sounds  in 
each  pair  being  produced  with  the  vocal  organs  in  the  same 
position,  but  one  sound  is  made  with  more  force  and  a 
heavier  breathing  than  the  other.  To  represent  this  the  two 
sounds  are  given  the  same  sign,  except  that  the  stroke  is 
shaded  for  the  heavier  sound.  P  B  \\. 

DIRECTION  OF  STEMS. 

8. — All  consonants  are  written  from  top  to  bottom  or  from 
left  to  right,  except  ree,  which  is  always  written  upward. 

9. — The  consonant  stems  representing  1  and  sh  are  written 
both  upward  and  downward;  when  written  upward  are  called 
lee  and  shee;  when  downward  el  and  ish. 

THE  UP  AND  DOWN  STROKES. 

tO» — When  necessary  to  refer  to  the  up  strokes  (ree  / 
lee  f  and  shee  J*)  they  will  be  indicated  by  the  use  of  italics;  as 
R  L  SH.  The  down  strokes  (er  "^  el  f  and  ish  j  )  by 
Roman  letters;  as  R  L  SH. 

R   AND    CH    DISTINGUISHED. 

|J» — The  R  is  readily  distinguished  from  the  CH  by  be- 
ing always  made  upward,  and  from  its  being  written  more 
nearly  horizontal. 

CONSONANT    VALUES. 

J2» — It  is  best,  in  learning  the  consonant  signs,  to  utter 
the  sound  as  the  sign  is  made,  taking  care  to  give  the  simple 
consonant  sound;  for  example,  the  P  stroke  stands  for  as 
much  of  the  word  pay  as  is  heard  when  the  ay  is  omitted  en- 
tirely. 


10  LESSONS  IN  MUNSON  PHONOGRAPHY. 


LESSON  I. 

TABLE  OF  CONSONANTS. 

J3.— 

\  pee — /  as  in  pay  )  ess — s  as  in  say. 

\  bee — b  as  in  by.  )  zee — z  as  in  zeal. 

I  tee — /  as  in  to.  J    ish,  shee—  sh  as  in  shall. 

|  dee — d  as  in  do.  _j  zhee — s  as  in  measure. 

/  chay — ch  as  in  Moice.  """"^  em — m  as  in  may. 

/  jay— y  as  in  yet.  ^  en — n  as  in  no. 

kay — k  as  in  key.  ^  ing — ng  as  in  v\ng. 

_ _  gay — g  as  in  ^o.  /^~     el,  lee — /  as  in  lay. 

^  ef— /  as  in/ew.  "^  er — r  as  in  ore. 

^_  vee — v  as  in  z'iew.  x^  ree — r  as  in  ray. 

(  ith — th  as  in  Min.  "^  way — w  as  in  way. 

(  dhee — th  as  in  Mem.  f  yay — y  as  injyes. 
^  hay — h  as  in  ^at. 

REMARKS    ON    THE  CONSONANTS. 

J4. — Final  ed  often  has  a  T  sound. 

J5. — Distinguish  carefully  CH  and  SH.  The  CH  is 
written  in  chop  and  the  SH  in  shop. 

16. — The  K  stroke  will  be  used  for  hard  c;  soft  c  is  the 
same  as  S.  Use  K  in  come  and  S  in  ice. 

J7. — The  stroke  for  G  represents  only  the  hard  sound  of 
g;  soft  g  is  identical  with  J.  Write  G  in  egg,  ]  in  age. 

J8. — In  ordinary  spelling  the  combination  DH  does  not 
occur,  but  heavy  th  is  practically  equal  to  that  combination. 

J9. — The  combination  ZH  is  not  seen  in  ordinary  spell- 
ing, but  s  and  z  often  have  that  pronunciation. 

20. — The  letter  n  is  often  pronounced  as  NG,  especially 
before  k,  as  in  ink. 


PHONETICS  APPLIED  TO  SHORTHAND.  11 

READING  EXERCISE. 


L\__ 


12  LESSONS  IN  MUNSON  PHONOGRAPHY. 


LESSON  II. 

VOWELS    A    AND    O. 

2J. — The  basis  of  vowel  representation  in  shorthand  is  a 
dot  and  dash.  A  heavy  dot  in  middle  of  the  stem  represents  the 
sound  of  a,  as  in  the  word  pay;  a  heavy  dash  o,  as  in  the  word 
go.  Dash  vowels  are  always  written  at  right  angles  to  the 
stem. 

ORDER    OF    READING    VOWELS. 

22. — A  vowel  written  to  the  left  of  an  upright  or  slanting, 
or  above  a  horizontal  stroke  is  read  before  the  consonant; 
written  to  the  right  of  an  upright  or  slanting  or  below  a 
horizontal  stroke,  the  vowel  is  read  after  the  consonant. 
Ate  •[  ache  _a_  toe  |-  may  ^ 

USE  OF  UP  STROKES. 

23. — Always  use  L  when  /  is  the  only  consonant  sound  in  a 
word.  Ale  f~  fay  P 

24. — Always  use  R  when  r  is  the  first  sound  in  a  word;  use 
R  when  r  is  the  first  consonant  preceded  by  a  vowel.  Row  ^ 
oar  ~>\ 

HOW  TO  PRONOUNCE  SHORTHAND  OUTLINES. 

25. — In  shorthand  there  is  a  peculiar  form  for  representing 
every  distinct  vowel  sound,  therefore  when  pronouncing 
words  represented  by  shorthand  outlines,  give  the  vowel  the 
same  sound  that  you  do  in  naming  the  vowel.  Examples — 
am  is  aim  and  not  dm;  ma  is  may  and  not  ma;  ll  is  isle  and 
not  ill. 


THE  VOWELS.  13 

READING  EXERCISE. 


2.. 

3 


5 


7  (•  •  ('  )-         (*      )•  (•  \ 

m  _Jk.___  XfN  _____x-^*.-_  -----  3-  ____  x^-x  __  --—>*—  •'—  --_/-_-_..-—  ^  ___  /--.-.^____xyx  ___  J\.  — 


*0JL_>   (• 


WRITING  EXERCISE. 

26.—  Poe,  bay,  beau,  dough,  hoe,  so,  way,  toe,  neigh,  eight, 
ale,  ode,  lo,  no,  row,  oar,  ape,  say,  lay,  pay,  own,  ace,  may, 
they,  aid,  show,  though,  hay,  ache,  day,  woe,  aim,  foe,  oath, 
age,  oak. 


14  LESSONS  IN  MUNSON  PHONOGRAPHY. 


LESSON  III. 

THE  VOWELS. 

NUMBER  AND  CLASSIFICATION. 

27. — It  has  been  already  said  that  there  are  sixteen  vowel 
sounds  in  the  English  language.  These  sounds  are  divided 
into  two  groups — twelve  simple  vowels,  and  four  diphthongs. 
The  simple  vowels  are  classified  as  '  'long"  and  '  'short. " 

VOWEL  REPRESENTATION. 

28. — Heavy  dots  and  dashes  indicate  the  long  vowels  and 
light  dots  and  dashes  indicate  the  short  vowels.  They  are 
written  at  the  beginning,  middle  and  end  of  stems,  or  in 
what  is  known  as  first,  second  and  third  positions  respective- 
ly. As  \*3  fl  L±Ji 

LONG    VOWELS. 

First  position,  ^  *|a  as  va.  far.  ^  ~|a  as  in  all. 
Second  position  ^  .ja  as  in  pay.  ^  -|  o  as  in  so. 
Third  position,  ^»  Je  as  in  be.  .  ^  Joo  as  in  too. 

CONSONANT  POSITIONS. 

29. — First  position — Half  of  the  height  of  T  above  the 
ruled  line.  \..C__. 

Second  position — Resting  on  the  line.   \  £*" 

Third  position— Upright  stems  half  way  through  the  line; 
horizontal  stems  just  under  the  line.  _\_S~_ 

30.- -The  vowel  governs  the  position  of  the  consonant 
stem  with  the  reference  to  the  line. 


THE  VOWELS.  IS 

READING  EXERCISE. 

*~^ 


r- 


WRITING  EXERCISE. 

3J. — Pa,  ma,  paw,  saw,  law,  raw,  ought,  all,  thaw,  obey, 
ego,  pay,  may,  ray,  low,  row,  so,  do,  aim,  ache,  oath,  though, 
oar,  mow,  own,  ode,  show,  they,  each,  see,  who,  rue,  eel, 
shoe,  do,  coo,  ooze,  ease,  ear,  key,  pea,  coo. 


16  LESSONS  IN  MUNSON  PHONOGRAPHY. 


LESSON  IV. 

32. —  SHORT  VOWELS. 

First  position,  ^  '\  a  as  in  at.      _f  ~\  o  as  in  dot. 
Second  position,  T   -|  e  as  in  ebb.       -f  -|  u  as  in  up. 
Third  position,  ^  J  i  as  in  /'/.      ^  _|  oo  as  \nfoot. 

DIPHTHONGS. 

33. — A  diphthong  is  a  combination  of  two  simple  vowels. 
Diphthongs  are  provided  with  peculiar  distinguishing  signs. 
They  are  as  follows: 

I  as  in  by.      Equals  tf  -f  I. 
OI  as  in  boy.      Equals  d  -+-  I. 

L|  OW  as  in  cow.      Equals  6  -f  Co 

J  EW  as  in  few.      Equals  e  -+-  66. 

The  y?r.r/  three  diphthongs  are  written  in  first  position. 
The/<?#rM  in  the  third  position,  and  not  like  dash  vowels 
they  are  always  written  so  as  to  point  in  same  direction. 
Never  change  to  fit  slant  of  stem  to  which  they  are  written. 

CONCURRENT    VOWELS. 

34. — In  words  where  two  concurrent  vowels  have  to  be 
written  in  connection  with  one  consonant  stroke,  the  vowel 
pronounced  next  to  the  consonant  is  written  closer  to  the 
stroke  than  the  other  vowel.  Owen  area 


(\ 


THE  VOWELS.  17 

REMARKS  ON  THE  SIMPLE  VOWEL  SCALE. 

35* — The  longhand  spelling  will  be  of  some  assistance  in 
distinguishing  the  first  position  heavy  dot  and  first  position 
light  dash,  as  the  letter  a  will  usually  require  the  dot,  and  o  the 
dash. 

36. — Such  words  as  bare,  chair,  class,  etc.,  are  written 
with  the  first  position  light  dot. 

37* — Clerk,  herd,  stir,  etc.,  take  the  second  position  light 
dot.  The  second  position  light  dash  is  mainly  used  in  words 
containing  the  letter  u. 

INITIAL  I. 

38. — An  exception  to  the  rule  that  the  consonant  signs  in  a 
word  are  always  written  first,  occurs  in  words  beginning  with 
the  diphthong  I.  The  diphthong  sign  is  usually  made  first, 
and  the  consonant  stroke  joined  on,  where  the  two  signs  make 
a  distinct  joining. 


18  LESSONS  IN  MUNSON  PHONOGRAPHY. 

READING  EXERCISE. 


c_c_. 


WRITING  EXERCISE. 

39. — Add,  am,  egg,  etch,  edge,  it,  in,  ill,  ii,  on,  odd,  of, 
up,  us,  by,  lie,  lye,  dye,  tie,  buy,  by,  boy,  coy,  Roy,  toy,  joy, 
bow,  bough,  mow,  how,  out,  row,  sue,  view,  lieu,  adieu,  issue, 
payee,  iota,  boa,  Ohio,  idea,  vow. 


JOINED  STEMS.  19 


LESSON  V. 

JOINED    STEMS. 

40*  —  In  words  containing  more  than  one  consonant  sound 
the  stems  are  joined  as  letters  are  joined  in  longhand,  attaching 
one  to  another  in  regular  order  without  any  break  or  lifting 
pen  or  pencil  from  the  paper.  Be  careful  to  observe  the  rule 
for  direction  of  stems  when  joining  one  stem  to  another. 

VOWELS   BETWEEN    CONSONANTS. 

4J.  —  All  first  place  andythe_two  long  second  place  vowels 
are  written  after  the  «frem  i*iTnpriiataly  prtMnr>ding^.a11  third  place 


and  the  two  short  second  place  vowels  are  written  before  the   2' 

Tack      \   .    take  |«^    tuck     [_,_ 


took  --b" 

42.  —  Where  two  vowels  occur   between   two    stems,   the 
first  vowel  is  written  after  the   stem   which  immediately  pre- 
cedes them,  and  the  second  vowel  before  the  stem  which  im- 
mediately follows  them.      Idiot  "t"  seeing-^y 

WORD  POSITION. 

43.  —  Words  having  two  or  more  stems  are  written  so  as  to 
bring  the  first  upright  or  slanting  stem  in   the  position  of  the 
only    or    accented     vowel.        Top   J^__    monopoly     J^J^^ 
monotony     <~ft-i    "N  . 

44.  —  Words  composed  entirely  of  horizontal  stems,  the  first 
stem  takes  the  position  of  the  only  or  accented  vowel.     Mini- 


20 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


READING  EXERCISE. 

ii__  \ j 

2 /:___)>  ___\^f_ 

,.. — L__x 

^__O _ 

ff. 

nr  ^ 

v  /^ — 1 

A  i' 


JOINED  STEMS.  21 


WRITING  EXERCISE. 

45. — Talk,  chalk,  dock,  lock,  cam,  tap,  bob,  dodge,  calm, 
attack,  knotty,  mob,  acme,  gong,  endow,  coffee,  decoy,  moth, 
maim,  came,  page,  cage,  make,  evoke,  both,  foam,  decay, 
today,  peep,  gig,  lily,  tube,  fume,  deep,  book,  big,  fig,  deem, 
cheek,  needy,  beauty,  being,  pith,  much,  peg,  death,  numb, 
empty,  money. 

REVIEW  WRITING  EXERCISE. 

46. — Tattoo,  above,  hanging,  picking, fatigue, engage,  pack- 
age, beneath,  nothing,  pink,  shipping,  bulge,  shank,  bank, 
managing,  voyage,  enjoy,  judging,  income,  piety,  tidy,  month, 
edify,  balmy,  dimity,  bamboo,  patch,  etching,  enemy,  pa- 
goda, mammoth,  tank,  uneasy,  infamy,  bathing,  shipwreck, 
victim,  topic,  touching,  bigamy,  monkey,  uncouth,  vanity,  to- 
bacco, fathom,  nominee. 

CONTRACTIONS.* 

fAn-d      '_    a  -N  The——     But  \    What_I,He_,_him  _,_ 
That    (    Them  (      With    _[..  Who  -_,_  I  J__  of_,_.  how---.— 

Alone  or  joined  to  next  word:  You""" or  --- a— 

He  came  with  a  book.     We  know  nothing   of  it     You 

took  the  check.     I  ought  to  see  them.     I  saw  many  of  them. 

I  know  that  it  ought  to  be  in  that  pouch.     He   took  all    but 

two  of  them.     They  say  they  may  pay  the    money  tomorrow. 

They  appear  to  be  too  bulky.     They  talk  of  making  it  lower. 

It  came  a  month  ago. 

*An  alphabetical  list  of  the  contractions  will  be  found  on  page  107 
fThe  absence  of  a  base  line  in  any  case  will  indicate  second  po- 
sition. 

For  names  of  brief  forms  (breves)  used  for  such  words  as  what, 
he,  etc.,  see  note,  page  150. 


22  LESSONS  IN  MUNSON  PHONOGRAPHY. 


LESSON  VI. 

VARIABLE  CONSONANTS. 

R  AND  R. 

47.  —  -R  is  used  when  r  is  the  first  sound  in  a  word  unless 
followed  by  m  or  hay;  also  when  it  is  the  last  consonant  sound 
in   a  word   followed   by   a   vowel.       Rope  /<\    rum  "V^    bor- 
row  SX 

48.  —  R  is  used  when  r  is  the  first  or  only  consonant  sound 
in  a  word  preceded  by  a  vowel,  unless  followed  by  ith,  dhee, 
chay,  jay,  ef  or  vee;  also  when  it  is  the  last  sound  in  a  word. 
Air   ^     arc    r\__-  urge  ^  arch   »s/    bar  V. 

L  AND  L. 

49.  —  L  is  used  for  the  /  sound  except  when  it  is  the  first 
consonant  in  a  word  preceded  by  a  vowel  and  followed  by  a 
horizontal  stem,  and  when  it  is  the  last  sound  in  a  word  of  two 
or  more  consonants.  Like  £~_  looked  -~f^^\  —  daily  [>•-.  fol- 


low    ^/»"    allow     f      alike    £>_     fall     ^ 

SH  AND  5//, 

50.  —  SH  is  used  for  the  J^  sound  except  when  it  is  the  last 
consonant  in   a  word   followed  by  a  vowel.      Shake   j±     Osh- 


kosh  ----  ^7  -----  ash  ______  bushy  --\~)'~  bush  "^T" 

MEDIAL    STROKES    UPWARD  AND  DOWNWARD. 

5J«  —  The  stroke  for  r,  /and  sh,  when  both  preceded   and 
followed  by  other  strokes,  may  be  written  in  either  direction, 

according  to  ease  and  legibility.   Film  -v^^--  •  dashing 
rushing       ~      firm      ^->.          tarried     [XI 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


23 


READING  EXERCISE. 


-Ac-xVr-  iv^— 


4 

5 
6 


C 


-—  -  -—      '-  —~~ 


to 


24  LESSONS  IN  MUNSON  PHONOGRAPHY. 

WRITING  EXERCISE. 

52 — Rap,  rib,  repay,  red,  rode,  reed,  reach,  rake,  rig,  refuge, 
rhythm  ,  rouge,  rainy,  ranch,  arc,  early,  arnica,  earring,  par, 
pour,  tar,  char,  fear,  fire,  mayor,  lower,  opera,  bureau,  curry, 
cherry,  carry,  ivory,  sherry,  emery,  worry,  lip,  loud,  logic, 
lucky,  lake,  lag,  lug,  laugh,  leaf,  levy,  lofty,  loathe,  lathe, 
lame,  limb,  lying,  launch,  album,  alibi,  allied,  allege,  elbow, 
Italy,  rudely,  jolly,  gaily,  follow,  fellow,  valley,  shallow, 
newly,  wallow,  waylay,  hollow,  hilly,  alkali,  alum,  alike,  elm, 
almanac,  pill,  pool,  boil,  ball,  bowl,  tall,  toil,  dial,  dull,  duel 
kill,  cool,  file,  fowl,  fail,  feel,  fool,  full,  vial,  vile,  reveal, 
null,  shake,  shanty,  chamois,  shaggy,  shave,  shiny,  shook, 
push,  dash,  cash,  douche,  tissue,  ratio,  rebuke,  varied,  affair, 
July,  revamp,  olive,  showbill,  ramify,  alarm,  demolish,  rarity, 
reddish,  among,  denial,  pulp,  mileage,  fuller,  failure,  apology, 
novel,  failing,  following,  dirty,  milk,  delude. 

REVIEW  WRITING  EXERCISE. 

53 — Ripe,  rob,  ride,  ready,  rod,  rid,  rage,  rug,  revoke,  wreath, 
ruche,  ruin,  rank,  rally,  Arabic,  hourly,  erring,  pier,  bore, 
tire,  jar,  fewer,  mire,  liar,  layer,  borrow,  tarry,  rotary,  injury, 
fairy,  thorough,  Mary,  narrow,  hurry,  lobby,  latch,  lack, 
leaky,  look,  leg,  luggage,  loaf,  life,  lavish,  lath,  loth,  lash, 
lime,  lion,  laying,  elude,  although,  albino,  allude,  elope, 
alpha,  elegy,  duly,  richly,  jelly,  gully,  folly,  fully,  volley, 
mellow,  unfair,  lowly,  willow,  highly,  hello,  almighty, 
alumni,  alimony,  aluminum,  pale,  repeal,  bale,  bill,  tool, 
towel,  duel,  recoil,  cull,  foil,  fall,  fell,  fill,  fuel,  vowel,  veil, 
Alabama,  kneel,  anneal,  tamely,  shadowy,  shamrock,  shading, 
shame,  sheath,  chandelier,  dashy,  mushy,  rummage,  illuminate, 
empire,  avowal,  radii,  film,  alchemy,  porch,  assure,  ramrod, 
melody,  America,  vanilla,  cashmere,  anvil,  feeling,  involve, 
ashore,  menial,  renewal,  dealer,  boiler,  pillar,  miller,  taller, 
teller. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 

CONTRACTIONS. 

54— Had     |_    Can  Shall  _J_     Was        )_ 

Do  [     Come   Should  .-/..,     These  -)— 

Did  ,-|~  Could  „_._,.  Have  '  Think  .-(- 
I  had  to  follow  him.  I  was  ready  to  folio  whim.  It  was 
politic  to  do  so.  I  did  what  I  could  to  aid  him.  I  can  make 
a  thorough  job  of  it.  They  have  come  to  argue  that  bill.  I 
shall  rush  it  along.  We  shall  look  into  what  they  allege. 
You  should  have  followed  him.  What  did  you  do  with 
these?  I  think  you  should  see  him.  We  think  that  should 
follow.  He  should  make  an  apology.'  He  did  wrong  to  re- 
veal it.  They  urge  us  to  abolish  it.  I  see  him  daily.  They 
like  to  have  them  that  way. 


26  CIRCLES  AND  L<OOPS. 


LESSON  VII. 

CIRCLES  AND  LOOPS. 

A  SMALL  CIRCLE  FOR  S. 

55. — The  sound  of  S  occurs  so  frequently  that  it  is  nec- 
essary to  provide  a  shorter  sign  for  it,  and  this  has  been  found 
in  the  small  circle;  which  in  practical  writing  is  made  as  small 
as  possible.  The  sound  of  Z,  being  the  cognate  of  S,  may 
also  be  represented  by  the  circle. 

56. — The  small  circle  suggests  larger  circles,  and  loops, 
and  accordingly  these  forms  will  be  introduced  in  the  next 
lesson,  in  connection  with  consonant  combinations  in  which 
s  plays  the  leading  part. 

METHOD  OF  WRITING  THE  CIRCLE. 

57- — The  circle  is  always  written  on  the  right-hand  side 
of  upright  straight  stems,  on  the  upper  side  of  horizontal 
straight  stems,  and  on  the  inside  of  curved  stems.  On  straight 
stems  the  circle  is  made  with  a  motion  contrary  to  that  of  the 
hands  of  a  watch.  Co_o^o 

NO  PART  OF  CIRCLE  RETRACED. 

58. — The  making  of  the  circle  is  begun  and  fini  shed  at 
the  same  point  where  the  stem  begins — just  where  the  stem 
would  begin,  if  it  stood  alone. 

ft  TAKES  MODIFICATIONS  AS  IF  A    HORIZONTAL  STEM. 

59. —  It  is  important  to  note  in  this  connection  that  fi, 
although  considered  an  upright  stem,  takes  circles,  and  the 
other  modifications  that  will  be  introduced,  on  the  same  side 
that  K  and  G  take  them. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  27 

ORDER  OF  READING. 

60* — A  circle  at  the  beginning  of  a  stem  is  read  first;  at 
the  end  of  a  stem  it  is  read  after  everything  else.  The  order 
of  reading  will  be — first,  the  initial  circle;  second,  the  vowel 
before  the  stem;  third,  the  stem;  fourth,  the  vowel  after  the 
stem;  fifth,  the  final  circle.  Suffice __^f_. 

VALUE  OF    CIRCLE. 

6J. — The  circle  is  used:  (i)  when  s  is  the  first  sound  of 
a  word;  (2)  for  s  or  z  in  the  middle  of  a  word,  not  in  connec- 
tion with  two  concurrent  vowels;  (3)  when  s  or  z  is  the  last 
sound  in  a  word,  (i)  Sight  __vf_  ;  (2)  passing  \^_  ,    visit     ,  __ 
(3)   Choice. .C—',  chose  £  J 

62. — There  is  usually  no  occasion  to  distinguish  s  and  z, 
but  the  circle  can  be  shaded  for  z.  The  meaning  of  the 
sentence  would  show,  for  example,  whether  loss  or  laws  had 
been  uttered. 

CIRCLE  BETWEEN  TWO    STEMS. 

63. — The  circle  between  two  straight  stems  is  written  to 
the  first,  as  if  that  stem  stood  alone,  when  both  stems  are 
written  in  the  same  general  direction.  T-s-T  t  If  there  be 
a  difference  in  the  direction  of  the  strokes,  the  circle  goes 
outside  the  angle,  or,  more  properly,  on  the  side  of  the 
greater  angle.  T-s-K  J  .  Between  a  straight  stem  and  a 
curve,  the  circle  fits  the  curve.  D-s-M  J^  Between  two 
curved  stems,  the  circle  fits  the  curve  of  both  stems,  if  possi- 
ble; if  not,  it  fits  the  first  stem.  N-s-F^_  M-s-N^^^^  In 
a  very  few  words,  \\k.&  facility ,  the  circle  is  written  "outside," 
as  if  between  two  straight  stems  forming  an  angle.  M-s-Y 
"T0  Briefly,  the  circle  is  usually  written  to  the  first  stem;  but 
when  there  is  a  difference  of  direction  or  curvature,  it  is  writ- 
ten "outside"  the  angle. 

64. — In  making  a  medial  circle  the  pen  always  crosses 
the  preceding  stem. 


28  CIRCLES  AND  L/OOPS. 

A  VOWEL  BEFORE  A  MEDIAL  S  CIRCLE. 

65. — The  rule  in  If  41,  regarding  the  method  of 
writing  a  vowel  between  two  stems,  does  not  apply  when 
there  is  a  circle  between  two  stems;  a  vowel,  no  matter  what 
its  position,  occurring  just  before  the  circle  must  be  written 
after  the  preceding  stem;  and  a  vowel  pronounced  just  after 
the  circle  must  be  written  before  the  next  stem.  Disk  —^2 

66. — A  medial  circle  should  not  be  drawn  carefully  and 
slowly,  but  turned  quickly,  as  if  it  were  merely  a  circular  (in- 
stead of  an  angular)  joining  of  two  stems. 

RAFTER  A  MEDIAL  OR  A  FINAL  CIRCLE. 

When  the  consonant  n  follows  an  s  circle,  in  the  middle 
or  at  the  end  of  a  word,  it  may  be  indicated  by  a  "curl"  on 
the  "back"  of  the  preceding  consonant  stem,  made  by  con- 
tinuing the  motion  of  the  pen  after  completing  the  circle. 

Moisten  «-*   ,   arsenic    _}>— -1 

A  final  s  may  be  written  inside  this  curl.      Moistens  _ 


L/ESSONS  IN  MUNSON  PHONOGRAPHY. 


29 


READING  EXERCISE. 


2  _____  ri_ 


__e 

V. 


v  V 

<i^  \     \. 

___________  ^-  _________  _V_ 


\ 


£. 

Xo 


, 

6 


8 


10 


^ 


„  - b.  A 

,.        [•  o  .          .  V-P        -^P 


30  CIRCLES  AND  LOOPS. 

WRITING    EXERCISE. 

Suit,  toss,  soap,  pose,  apes,  pays,  sights,  annoys,  keys, 
jaws,  issues,  lease,  odds,  dues,  silly,  sum,  muss,  accuse, 
apiece,  obeys,  toys,  adduce,  edges,  echoes,  office,  sofa,  sago, 
ages,  voice,  views,  thus,  this,  those,  shows,  ashes,  amiss, 
amaze,  amuse,  alleys,  allies,  allays,  airs,  oars,  ears,  arise, 
arouse,  arose,  erase,  wise,  house,  hose,  hues,  bows,  aids, 
sunny,  spike,  speck,  slip,  spill,  slope,  spoil,  smack,  boils, 
bills,  fix,  mix,  tax,  lax,  makes,  Saturday,  Scotch,  sketch, 
solid,  sameness,  safety,  safely,  sagacious,  selling,  salutary, 
abeyance,  safekeeping,  sapphire,  satire,  savage,  scale,  skull, 
skill,  scalp,  scollop,  scaly,  scamp,  scar,  scare,  sere,  scour, 
seamless,  sealingwax,  cellar,  sailor,  search,  severe,  severity, 
service,  surveys,  surmise,  serge,  revise,  refuse,  repose,  re- 
duce, remiss,  rims,  nameless,  callous,  apex,  spark,  Paris, 
police,  malice,  silk,  pumice,  lapse,  rawness,  sleeve,  swim,  fa- 
mous, ruins,  induce,  summary,  force,  smith,  smooth,  an- 
nounce, slab,  varies,  smear,  suffocate,  spur,  solve,  fears, 
solemn,  pierce,  snap,  snatch,  research,  sagacity,  accede,  cus- 
tomary, absorb,  rescue,  reside,  acoustic,  receipt,  castle,  ex- 
pel, excel,  docile,  absentee,  abusive,  sarcastic,  satisfies,  dis- 
miss, specifies,  receives,  reason,  rising,  resin,  resign,  resolve, 
dissolve,  facsimile,  absolve,  receiver,  pestle,  tassel,  ransack, 
wrestle,  unsettle,  jostle,  aimlessly,  insanity,  phosphorus,  re- 
fusal, vessel,  facile,  thistle,  offensive,  nestle,  submissive,  dis- 
missing, amusing,  lacing,  losing,  leasing,  forcing,  piercing, 
answer,  sincere,  cancer,  arising,  arousing,  arson,  arsenic. 

CONTRACTIONS. 

Charge  _/       Part  ^\        Go  J         Spoke  \ 
Change,  which  /      Object    /.       Gave  _ _     Speak  -s^ 
Large  _/       Object  \     Give  _.___..     Possible  \o__ 
Advantage  — /-  Because  ^  '    Several  ^        Would  ~~*~ 
Opportunity  ..~\.-     Own  J          Any  --—-.     Subject    \ 
For  ^  Ever       ^    Will  —  f~     Usual-ly-j—      H-as  J>__ 


LrESSONS  IN  MUNSON  PHONOGRAPHY.  31 

They  will  make  no  charge  for  this  change.  I  object  to 
taking  the  large  piece.  In  this  way  I  lose  my  advantage. 
You  gave  me  this  part  because  I  know  what  to  do  with  it.  He 
usually  takes  several  days.  They  refuse  to  make  any  change. 
He  spoke  to  me  on  that  subject  several  days  ago.  I  object  to 
so  much  sameness  in  his  speeches.  It  should  be  as  large  as 
possible.  They  miss  no  opportunities.  I  gave  it  to  him  for 
safekeeping.  They  gave  us  no  opportunity  to  give  our  rea- 
sons. This  eliminates  all  possible  risk.  I  can  surmise  what 
they  will  do.  They  will  have  many  opportunities  for  dispos- 
ing of  them.  They  have  nothing  to  say  on  this  subject.  We 
think  you  have  no  cause  for  alarm.  I  will  do  this  to  remove 
any  fear  you  may  have.  I  know  what  they  allege  to  be  wholly 
false.  You  will  receive  it  inside  four  days.  He  came  to  my 
rescue.  They  will  resume  business  at  an  early  day. 


32  CIRCLES  AND  LOOPS. 


LESSON  VIII. 

CIRCLE  AND  STEM  S  DISTINGUISHED.     SES  CIR- 
CLE, ST  AND  STER  LOOPS. 

CIRCLES  AND  STEMS    DISTINGUISHED. 

66.  —  The  stems  S  and  Z  will  not  be  discarded,    but   will 
be  used  where  the  circle  would  not  afford  sufficient  legibility. 
The  rules  below,    in  addition  to   those    in    ^[  60,    will    make 
this  clear: 

RULES  FOR  STEMS. 

67.  —  The  stems  S  and  Z  are  used  in  the  following  cases: 

(1)  When  s  or  z  is  the  only  consonant  in  a  word.     So  )- 

(2)  When  preceded  or  followed  by  two  vowels.     Science 


(3)  When  the  first  consonant  in  a  word   and   preceded 
by  a  vowel,     Ask    ')_ 

(4)  When  the  last  consonant  in  a  word  and  followed  by 
a  vowel.     Busy  —\- 

68.  —  Words  whose  only  consonants  are  two  s  sounds  are 
written  with  a  stem  and  a  circle,  following  rule  4  given  above, 
and  rule  3  in  ^[  61.     Saucy  _'\    sauce  __J   _ 

69.  —  The  words  size  and  seize  are  written  with  an    initial 
circle  and  a  stem  Z. 

70.  —  The  word  says  preserves  the   stem   in   the  primitive 
say  and  adds  a  circle. 

INITIAL    Z 

7J.  —  All  the  rules  previously  given  for  S  apply  also  to  Z, 
except  that  the  circle  never  stands  for  Z  at  the  beginning  of 
a  word. 


IvESSONS    IN  MUNSON  PHONOGRAPHY.  33 

THE  LARGE  CIRCLE. 

72.  —  A  large  circle  is  used  for  any  syllable  consisting  of 
two  s  or  z  sounds,  or  any  combination    of  them,   with   an  in- 
tervening vowel;  that  is,  the  large  circle  can  be  used  for  any 
syllable,  no  matter  what  its  ordinary  spelling,    equivalent   to 
ses,    zez,    sez    or   zes.      Access    ^_   houses    <*°  ,       chooses  --/—-, 
possess   <^ 

73.  —  The    large    circle    is    used    initially,    medially  and 
finally.     It  follows  the  general  rules  given  for  the  small  circle. 

•sp 

Ancestors       T 

---  O  " 

74.  —  The  vowel  included   in  the  large   circle  is   usually 
short  e.     When  any  other  vowel  occurs,  it  may  be  written  in- 
side the  circle,  its  position  inside  the  circle    corresponding  to 
the  position  of  the  vowel.      Howe=.7er,  it  is  hardly  ever  neces- 
sary to    insert  the  vowel,   and  the  circle,   unvocalized,    can 
be   used  for  any  of    the  following    syllables:     cis,     ces,     cys, 
sis,  sys,   etc.     Exhaust      \ 

75.  —  The  large  circle  is  used  chiefly  to  form  the    plural 
of  nouns  that  end  with  an  s    or  a   z  sound  in  the  singular, 
and  the  third  person  present    indicative  of    verbs  that  end 
with  an  s  or  a  z  sound    in    the    first    person.      Pieces   _\  ... 


THE  SMALL  LOOP. 

76.  —  A  small  loop  is  used  for  st  at  the  beginning  of  a  word, 
and  for  st  or  zd  in  the  middle  or  at  the  end  of  a  word.     The 
order  of  reading  is  the  same  as    that   given  for  the  S   circle. 
Stop  \_    post   X 

77.  —  In  making  a  medial  loop,  the  pen  never  crosses  the 
preceding  stem.      See  \  64.     Earnestly    ^\f 

78.  —  A  medial  st  loop   is  frequently  best  written   at   the 
slant  of  CH,  independent  of  the  preceding  or  of  the   follow- 

ing stems.      Extensive  -Tj^-f 

THE  LARGE  LOOP. 

79.  —  A  large  loop  can  be  made  in  the  middle  or  at  the  end 
of  an  outline  for  the  syllables  ster  and  sture.    Master     ^ 


34  CIRCLES  AND  LOOPS. 

ADDITION  OF  THE  S  CIRCLE  TO  A  SES  CIRCLE  OR  A  LOOP. 

80. — A  small  circle  can  be  made  on  the  back  of  a  stem 
after  a  large  circle  or  a  loop.  The  final  syllable  es  can  be 
added  in  this  way,  without  indicating  the  e.  Possesses  SQ, 
Lists.— f=-- 

8J. — Nothing  can  precede  an  initial  circle  or  loop,  and 
nothing  can  follow  a  final  circle  or  loop. 

N  AND  NG  AFTER  A  FINAL  LOOP. 

The  curl  for  n  mentioned  at  the  end  of  the  preceding  les- 
son may  be  used  for  either  n  or  ng  after  a  final  loop.  Pis- 
ton, ,  casting  J~*  ,  mastering  <-^> 

"    *i- 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


35 


READING  EXERCISE 


1 

2. 


)*  T      )      y°) 

—    — N V_.  _£il_j«fe.  __°i \._««k__ 

Vs"        "V        e?     " 


.oiD. 


36  CIRCLES  AND  LOOPS. 

WRITING  EXERCISE. 

Saw,  see,  sign,  assignee,  seek,  askew,  acidity,  assayer, 
asparagus,  isosceles,  azimuth,  ounce,  ensue,  lease,  lessee, 
legs,  legacy,  rose,  rosy,  fox,  foxy,  dizzy,  hazy,  policy,  Ten- 
nessee, uneasy,  saying,  sowing,  exhaust,  assess,  seesaw, 
zenith,  zodiac,  possess,  abscess,  axis,  axes,  access,  raises, 
opposes,  houses,  cases,  chooses,  tosses,  losses,  leases,  masses, 
recess,  offices,  excuses,  induces,  molasses,  arouses,  spaces, 
notices,  reposes,  menaces,  taxes,  Texas,  fixes,  possessed, 
Mississippi,  insist,  unceasing,  excessive,  necessary,  stab, 
steer,  sticks,  stock,  staff,  star,  styles,  stiff,  store,  story,  post, 
based,  taste,  hoist,  vast,  waste,  most,  just,  cost,  haste,  wrist, 
laced,  tossed,  paste,  lest,  faced,  yeast,  ceased,  spiced,  re- 
duced, announced,  refused,  boxed,  text,  forest,  pierced,  mo- 
lest, direst,  chemist,  purest,  steepest,  majestic,  tapestry, 
tester,  fester,  muster,  roaster,  pasture,  posture,  gesture,  mois- 
ture, semester,  mixture,  fixture,  Rochester,  yesterday,  lasts, 
rests,  successes,  posters,  teamsters,  deposed,  deposit,  un- 
steady, obstinacy,  costing,  resting,  license,  investing. 

REVIEW  WRITING  EXERCISE. 

Essay,  spire,  aspire,  acidulous,  assassin,  esthetic,  ossify, 
asphyxia,  purse,  pursue,  fix,  efficacy,  farce,  pharisee,  mercy, 
intimacy,  Nassau,  ecstacy,  kersey,  lunacy,  scion,  seance, 
Louisiana,  saucer,  scissors,  sausage,  seasick,  seaside,  secede, 
sesame,  Xenia,  Zurich,  pieces,  abuses,  exposes,  rejoices,  re- 
duces, refuses,  invoices,  boxes,  mixes,  thesis,  advises, 
synthesis,  genesis,  synopsis,  exercise,  deceased,  empha- 
sized, subsist,  incisive,  exhaust,  society,  stoop,  stung,  stud, 
still,  steam,  status,  stucco,  stirrup,  storm,  sliced,  attest, 
opposed,  fixed,  mixed,  burst,  repulsed,  surmised,  statistics, 
artistic,  vestry,  testify,  sophistry,  teamster,  monster,  bol- 
ster, lobster,  baluster,  register,  paymaster,  Amster- 
dam, posts,  imposters,  investors,  diffused,  deficit,  repose, 


LESSONS  IN  MUNSON  PHONOGRAPHY.  37 

reposes,  reposed,  annex,  annexes,  annexed,  reduce,  reduces, 
reduced,  revise,  revises,  revised,  dismiss,  dismisses,  dis- 
missed. 

CONTRACTIONS. 

System  ...p..  advertise  {,  insurance  --<IB»  are,  our  _,/ 
long  ^^  distinct  --(>--  signify  --Q^--  single  ~~~o~,~  \vere//- 
among  ^  first  V=>  singular.,^-^?  swear  ">  from,  time  _' 
thing  ~^,-  next  ^^  similar  g.^.-  swore  "^x  why  ^1  be- 
yond C_  amongst  ^  similarity  here  --^y-  when.c. 
yet,  young  f  thank  (  worth  (  your,  year  ..^._  his 

I  think  this  system  is  the  best.  The  outcome  of  this 
arises  from  several  distinct  causes.  This  is  the  first  case  we 
have  seen.  They  insist  on  having  the  next  invoice.  Such  a 
state  of  things  may  possibly  exist  amongst  them.  The  gist 
of  the  case  lies  just  here.  They  advertise  a  similar  stock. 
We  are  delaying  that  they  may  have  time  to  signify  a  desire 
to  assist  us.  We  have  seen  several  similar  boxes.  It  is  easy 
to  see  the  similarity.  The  insurance  will  make  up  the  losses. 
His  failure  under  such  auspices  is  singular.  They  swear  to 
its  accuracy.  They  swore  to  these  items  at  that  time.  Is  it 
necessary  to  stop  here?  I  thank  you  for  your  advice  in  this 
case.  His  lame  excuses  expose  his  weaknesses.  They  were 
forced  to  make  the  change.  He  refuses  to  recede  from  his 
first  ideas.  Why  should  we  change  this  system?  When  can 
you  step  in  to  look  at  this  list?  It  is  a  long  time  since  we 
first  looked  into  this  subject,  and  we  have  no  reasons  to 
change  our  first  designs.  It  is  worth  all  it  costs.  What  are 
so  few  among  so  many?  This  thing  should  be  laid  aside  for 
the  time  being.  It  is  beyond  my  power  to  assist  him.  He 
has  six  days  yet  in  which  to  make  his  tests.  Do  you  think 
he  is  too  young  for  this  office?  What  advantages  does  your 
system  possess?  The  deficit  is  smaller  this  year.  They  are 
opposed  to  any  such  scheme  as  that. 


448547 


38  HOOKS. 


LESSON  IX. 

HOOKS. 

INITIAL    HOOKS.        THE    LIQUIDS,     L    AND    R. 

82- — The  consonants  /  and  r  are  called  liquids,  because 
they  flow  together  with  other  consonants,  making  close  com- 
binations. Thus,  in  the  word //ay  there  are  but  two  sounds, 
the/ and  /  forming  a  union,  of  which  p  is  the  principal 
sound.  Therefore,  in  this  system  of  shorthand,  when  a  con- 
sonant is  modified  by  a  following  I  or  r  sound,  a  modified, 
or  hooked,  stem  is  made,  instead  of  the  simple  stem.  Al- 
though the  hook  is  written  first,  the  stem  is  read  first.  These 
hooks  are  made  initially,  as  final  hooks  will  be  needed  for  an 
entirely  different  purpose. 

L    AND    R    HOOKS. 

83* — The  L  hook  is  indicated  by  a  small  hook  on  the 
"circle"  side  of  straight  stems,  and  a  large  hook  on  the  in- 
side of  curved  stems.  The  R  hook  is  indicated  by  a  small 
hook  on  the  "opposite"  side  of  straight  stems  and  on  the  in- 
side of  curved  stems.  Ply  _^_,  Fly  _C_,  Pry  \  Fry  ^ 

HOOKS    LACKING. 

84. — For  the  sake  of  simplicity  L  takes  only  the  r  hook, 
R  the  /  hook,  and  R  the  r  hook.  Lr  C  Rl  ^  Rr  "^ 

CORRECT  MOTION    OF    THE  HAND  IN  MAKING  THE  HOOKS. 

85. — Make  the  small  hooked  characters  with  but  one 
movement  of  the  pen;  rest  the  pen  firmly  against  the  paper, 
then  give  the  arm  a  quick  roll.  Start  the  large  hooked 
characters  with  the  hand  in  full  motion. 


IvESSONS  IN  MUNSON  PHONOGRAPHY.  39 

L  AND  R  STEMS  AND  HOOKS  DISTINGUISHED. 

86*  —  The  stem  signs  for  /  and  r  must  be  used  when  those 
consonants  have  a  full,  separate  sound.  Blow  \,  below  \/c, 
try  J\_t  tire  I! 

THE   "PEL"  SERIES. 

87.  —  To  extend  the    usefulness   of  these   hooked   signs, 
(and  also  because  /  and  r  do  not  combine  closely  with    all  the 
other    consonants),   they    may    also    be   used    to   represent 
syllables  consisting  of  the  consonants  represented  by  the  stem 
and  the  hook  and   the  intervening   sound   of   short   e.     The 
double  consonant  signs  so  used  in  the  reading   exercises  may 
be    recognized    at    once    by    the    absence   of    a  final  vowel. 
Able  \,   offer  _X_ 

MEDIAL    HOOKS. 

88.  —  Where  a  hook  occurs  in  the  middle  of  an  outline,  it 
is  frequently  impossible  to  make   it   perfectly.      Sometimes  it 
is  made  by  retracing  the  preceding  stem  a  short  distance,  and 
then  striking  out  quickly  in  the  direction  of  the  second  stem. 
Taker  )•_ 

89.  —  Such  words  as  shaker,  sugar,  shimmer,    etc.,  take  an 
SH  stroke,  on  account  of  the  hook  on  the  lower  side    of  the 
following  stem.     Jp     ..J?.,.-£:L. 

READING  BADLY  MADE  HOOKS. 

90.  —  On  curved  stems  the  /  and  r  hooks  can  be   distin- 
guished by  their  shape,  even  if  the  size  is    misleading.      The 
r   hooks  tend  to  curl  in  and  form  a  circle;  while  the   /  hooks 
are  straighter  and  more  open. 

9J.  —  The  rules  governing  upward  and  downward  strokes 
hold  good  when  those  strokes  have  an  initial  hook.  Official- 


92.  —  The  R\  sign  is  so  convenient  that  it  is  used  when  r 
is  immediately  followed  by  /,  in  the  same  or  a  different  syllable, 
and  when  a  vowel  intervenes.  Pear  i  J\^,  pearly^*?--,  bar- 

rel 


40 


INITIAL  HOOKS. 


READING  EXERCISE. 


3      ..^ 


A_:V.;  A., 


L 


"\        <  £-      .A\       V.        \ 

V    Xl       ^^    V) 


L/ESSONS   IN   MUNSON   PHONOGRAPHY.  41 

WRITING    EXERCISE. 

Play,  plow,  clay,  glee,  flee,  prow,  pro,  bray,  troy,  craw, 
crow,  gray,  grew,  fro,  plies,  please,  pleases,  pleased,  braced, 
prize,  press,  presses,  pressed,  browse,  blast,  bluster,  blister, 
blest,  tries,  trace,  truce,  dressed,  dries,  close,  closes,  closed, 
crest,  thrust,  crusts,  cloister,  glasses,  cruise,  grazed,  graces, 
flies,  floss,  flaws,  freeze,  phrases,  play,  pale,  plea,  peel,  blow, 
bowl,  try,  tire,  cloy,  coil,  glow,  goal,  flaw,  fall,  follow,  flew, 
full,  fully,  flay,  fail,  fry,  fire, ,  fiery,  free,  fear,  fury,  fro,  fur, 
furrow,  adder,  addle,  ogle,  opal,  oral,  osier,  oval,  honor, 
inner,  error,  track,  trim,  trick,  trail,  cloth,  clock,  clear,  brake, 
brick,  plague,  cream,  plum,  plume,  truck,  bring,  drip,  club, 
flower,  breath,  clutch,  drag,  gleam,  trash,  bridge,  blush, 
flake,  crutch,  flame,  clap,  crayon,  crib,  crimson,  fluid,  flurry, 
prayer,  prairie,  prick,  crack,  April,  block,  drug,  brush,  crisis, 
drill,  trowel,  trail,  truly,  cruel,  grill,  climb,  broil,  cling,  frail, 
freely,  thrill,  drawer,  grape,  trap,  produce. 


REVIEW  WRITING  LESSON. 

Fringe,  precious,  presume,  flask,  fresco,  trustee,  brisk, 
classify,  preside,  presence,  grasp,  clasp,  closet,  closely, 
grocery,  proximity,  impress,  progress,  employ,  fabric,  elec- 
tric, cambric,  simply,  repress,  replace,  abroad,  acrimony, 
decrease,  increase,  umbrella,  duplex,  inclose,  implicit,  pre- 
mise, proclaim,  implore,  imply,  premium,  proffer,  impress, 
flax,  prelude,  prepare,  flange,  milliner,  clover,  criticise, 
grumble,  trimmer,  rumor,  drawing,  drowsy,  enamel,  intrust, 
enable,  placid,  flank,  glaring,  grapple,  flesh,  infallibly,  library, 
major,  freak,  infringe,  flimsy,  waver,  parallel,  pitcher, 
globe,  froth,  mineral,  muzzle,  fluency,  jumble,  maker, 
florist,  miracle,  pliable,  preamble,  perplex,  primer,  prism, 
fluffy,  animal,  wafer,  Florida,  plumbago,  prior,  Friday,  glossy, 
fumble,  reproduce,  property,  properly,  declare,  flexure, 


42  HOOKS. 

liquor,  syllable,  prevail,  resemble,  average,  legible,  speaker, 
voucher,  middle,  liable,  newspaper,  legal,  stumble,  staple, 
thimble,  collar,  color,  cooler,  stifle,  tumble,  penalty,  final, 
funnel,  knuckle,  embrace,  banner,  panel,  timber,  en- 
try, trigger,  triple,  proceeds,  precede,  ledger,  nippers,  logi- 
cal, surgical,  typical,  tropical,  curl,  gnarl,  marl,  purely,  bare- 
ly, fairly,  spiral,  obstacle,  moveable,  triumph,  fresher. 

CONTRACTIONS. 

Practice  J\  Belong  _  \  •  Truth  ]  Largely  f  Princi- 
ple -<\~  Believe  -S^--  Deliver  ~f—  Larger  /  People  — <\r- 
Number  *\  During  .J\...  Degree  —faer— 

This  practice  places  a  premium  on  dishonesty.  The 
principle  is  the  same  in  both  cases.  The  people  who  propose 
this  change  are  largely  to  blame  for  its  failure.  It  is  clear 
that  these  things  came  during  his  absence  from  the  city.  We 
believe  he  is  preparing  some  such  program.  I  believe  he 
will  redeem  all  his  pledges.  I  promise  that  you  will  have  no 
cause  to  grumble.  The  large  number  of  these  errors  is  an- 
noying. You  are  among  the  number  who  promised  to  assist 
us.  It  is  the  truth,  although  it  seems  incredible.  I  am  near- 
ly ready  to  deliver  these  books.  Our  business  has  increased 
largely  during  the  past  six  months.  The  success  of  this 
scheme  is  largely  due  to  his  energy  and  pluck.  You  must 
make  the  next  drawing  larger,  so  that  the  small  parts  will  ap- 
pear plainer.  I  deny  that  we  are  liable  for  damages  in  any 
degree.  Will  you  please  favor  us  with  an  early  reply.  You 
will  be  unable  to  see  them  for  several  weeks. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  43 


LESSON  X. 

INITIAL  HOOKS— CONTINUED. 

S  CIRCLE  IN  CONNECTION  WITH  THE  L  AND  R  HOOKS. 

93. — The  s  circle  is  used  in  connection  with  the  /  and 
r  hooks,  being  usually  written  inside  of  them.  In  that  situ- 
ation the  "circle"  really  becomes  a  very  small  loop.  The 
circle  is  written  inside  all  the  /  hooks,  and  inside  the  r 
hooks  on  curved  stems.  The  circle  is  read  first;  second, 
the  vowel  before  the  stem,  if  there  is  a  vowel  there;  third,  the 
stem,  with  the  hook.  Manifestly,  neither  a  large  circle  nor  a 

«v 

loop  can   be  written    inside    a    hook.      Splice  >»    ,    civil  -^-, 
summer  ^ 

THE  CIRCLES  AND  SMALL  LOOP  IN  CONNECTION  WITH    THE  R  HOOK 
ON  STRAIGHT  STEMS. 

94. — It  is  not  necessary  to  write  an  initial  s  circle  inside 
an  r  hook  on  a  straight  stem,  its  being  written  over  the 
hook,  and  appearing  on  the  side  opposite  its  regular  place, 
being  sufficient  to  indicate  the  r.  Besides  securing  simpler 
and  speedier  outlines  by  this  method,  we  gain  the  advantage 
of  being  able  to  write  the  large  circle  and  the  small  loop 
on  the  r  side  of  a  straight  stem.  Stray  "].,  stutter  -],  dis- 
aster A- 

THE  S  CIRCLE  BEFORE  A  MEDIAL  INITIAL  HOOK. 

95. — In  the  middle  of  a  word  the  s  circle  before  an  initial 
hook  is  usually  written  so  that  the  hook  will  show  plainly. 
The  circle  can  be  written  on  either  side  at  the  end  of  a  straight 
stem  lo  accommodate  an  initial  hook  on  the  next  stem.  The 


44  INITIA.L  HOOKS. 

r  hook  on  a  straight  stem  may  or  may  not  be  covered  by  an 
s  circle  or  a  ses  circle  (as  explained  in  the  preceding  para- 
graph) in  the  middle  of  a  word,  the  covering  or  showing  of 
the  hook  being  determined  by  convenience.  Between  two 
straight  stems,  an  s  circle  is  sometimes  made  to  cover  an  r 
hook  by  being  written  on  the  right-hand  side  of  the  first  stem, 
and  the  second  stem  is  started  by  retracing  the  top  of  the 
circle.  Exclaim  -^<_^->,  express  "^ ,  Ja sper  /' 

96. — The  syllables  scribe  and  scrip  are  regularly  written 
without  indicating  the  r.  Subscribe  V^. 

97. — Some  reporters  omit  the  initial  consonant  K  in  some 
words,  on  account  of  the  difficulty  of  making  an  initial  hook 
on  the  next  stem.  Explosive  -S«^_ 

98. — The  syllables  zel  and  zer  and  their  equivalents  regu- 
larly take  Zl  and  Zr,  while  set  and  ser  take  an  s  circle. 
Puzzle  __\\__,  pestle \^... 

SPECIAL  VOCALIZATION. 

99. — In  order  to  shorten  what  would  otherwise  be  long 
or  awkward  outlines,  and  also  to  provide  the  shortest  possi- 
ble outlines  for  certain  common  words,  the  use  of  the 
double  consonant  signs  as  explained  in  T§7  may  be  extended 
to  syllables  in  which  the  vowel  is  not  short  e.  It  is  then  de- 
sirable to  indicate  the  vowel  that  comes  between  the  stem  and 
the  hook,  which  is  done  in  the  following  manner.  Dot  vowels 
are  represented  by  small  circles;  before  the  stem  for  heavy 
dots,  after  the  stem  for  light  dots.  Dashes  and  diphthongs 
are  stuck  through  the  stem,  in  the  proper  position;  though 
first  and  third  position  dashes  and  diphthongs  may  be  written 
opposite  the  end  of  the  stem,  instead  of  across  it,  to  avoid 
marring  hooks.  Mar  *  N  ,  care  ;  ~  ,  hire ..^ ,  cure  —^- 

CAUTION    REGARDING    SPECIAL    VOCALIZATION. 

JOO. — It  is  difficult  to  learn  to  use  special  vocalization 
properly.  As  no  more  definite  rule  than  the  first  sentence  in 
the  preceding  paragraph  can  be  given,  the  student  will  have 


LESSONS  IN  MUNSON  PHONOGRAPHY.  45 

to  learn  from  the  dictionary,  or  from  the  writing  of  profession- 
al reporters,  what  words  usually  take  a  hook,  when,  accord- 
ing to  ^[82,  they  should  take  a  stem. 

W    AND    Y    HOOKS. 

JOJ. — There  are  in  all  five  initial  hooks,  of  which  the 
most  important,  /  and  r,  have  already  been  mentioned. 
The  other  three  are  subject  to  the  same  general  rules  that 
govern  the  /  and  r  hooks. 

J02* — Two  large  hooks  are  written  on  straight  stems — on 
the  "circle"  side,  for  w;  on  the  "opposite"  side,  for  y.  The 
w  hook  on  K  is  very  useful  for  representing  the  sound  ex- 
pressed by  the  letter  q  in  the  ordinary  spelling.  The  use  of 
the  y  hook  can  be  explained  to  better  advantage  later  on. 
Twist  •--£--,  quick  --r— — .-,  square  ~~\ 

THE    IN    CURL. 

f  03* — The  initial  syllables  in,  en  and  un  may  be  expressed 
before  an  s  circle  on  the  r  hook  side  of  a  straight  stem,  or 
before  a  circle  on  M,  L,  R,  SH  and  W,  by  a  small  curl  begun 
on  the  side  of  the  stem  opposite  the  circle.  The  initial  vowel 
is  not  written;  it  is  easily  ascertained  in  reading,  because 
most  of  the  words  taking  the  "curl"  are  negatives,  formed  by 
prefixing  a  negative  syllable  to  the  affirmative  primitive  word. 
Unscrew'^',  unsalable  £\ 

J04* — This  hook  differs  from  the  other  initial  hooks  in 
not  representing  a  close  combination  of  two  consonants.  Its 
principal  claim  to  being  classed  as  an  initial  hook  is  the  fact 
that  it  is  written  at  the  beginning  of  the  stems.  It  is  really 
a  substitute  for  the  N  stem  where  the  latter  would  make  a 
difficult  joining. 

This  curl  is  also  written  inside  the  /  hook  on  curved 
stems  and  inside  the  w  hook,  influx  ,  inquire  * N\ 


46 


INITIAL  HOOKS. 


READING  EXERCISE. 


-p '  T 


.JL 


IvESSONS   IN   MUNSON   PHONOGRAPHY.  47 

WRITING  EXERCISE. 

Splay,  splash,  sublime,  suffer,  sickly,  safely,  spray,  cedar, 
screw,  cider,  suitor,  sabre,  stretch,  separable,  supersede, 
scribble,  scroll,  superfluity,  displease,  dishonorable,person- 
ality,  extremity,  dextrous,  reciprocal,  disrelish,  disfranchise, 
disgrace,  explicit,  expressive,  discourtesy,  dear,  chair,  charm, 
germ,  journey,  partial,  car,  college,  colony,  corner,  authority, 
shore,  sharp,  shell,  shawl,  mar,  realm,  wore,  work,  nervous, 
enlarge,  lurk,  rehearse,  abhor,  security,  recourse,  recall, 
courage,  average,  mercury,  harmless,  reliable,  marvel,  volume, 
value,  endure,  minority,  procure,  perplex,  guarantee,  devolve, 
twitch,  twig,  twill,  quest,  quail,  quack,  quota,  quell,  sequel, 
aquatic,  request,  requisite,  squirm,  squeeze,  inquiry,  be- 
queath, inscribe,  inseparable,  unseemly,  unsociable,  insoluble. 

REVIEW  WRITING  EXERCISE. 

Splurge,  sepal,  sizzle,  savior,  seclusive,  solder,  sucrose, 
sadder,  stress,  setter,  scramble,  strength,  outsider,  supervise, 
scrofula,  superb,  supercilious,  superimpose,  displease,  dis- 
ciple, displeasure,  reciprocity,  seceder,  orchestra,  dispraise, 
misplace,  execrable,  explore,  exterminate,  deal,  cheerful, 
church,  Germany,  parlor,  journal,  care,  column,  culpable, 
cork,  share,  sure,  shelf,  sheer,  shirk,  railroad,  relapse,  wear, 
wire,  nerve,  north,  lurch,  abnormal,  alcohol,  marsh,  analysis, 
paralysis,  telescope,  colonel,  careless,  valve,  vestibule,  har- 
vest, persevere,  persist,  divulge,  twirl,  equal,  quaker,  quar- 
rel, quorum,  perquisites,  acquiesce,  acquire,  sequester,  tweez- 
ers, insecurity,  insuperable,  inscrupulous,  insomnia,  envel- 
ope, involve,  inflict,  influx. 

CONTRACTIONS. 

Over    ^_      Other     (        There  f      Already/^      Mr.  . 

_.  "~ — ~  ^  «T^. 

Longer    ^  While   ^     Dwell  _(]_     Younger  f9    Practiced 

\     Surprise    °\>     Language  c—    Questionc_     Member  ^ 

This  device  possesses  many  advantages  over  every  other 
similar  appliance.  There  is  no  question  of  our  being  able  to 
secure  it.  Mr.  Smith  replies  that  the  papers  are  already 


48  INITIAL  HOOKS. 

there.  I  refuse  to  follow  such  a  foolish  custom  any  longer. 
He  practiced  law  while  he  was  here,  but  he  gave  it  up  on 
leaving  this  city.  Each  member  of  the  firm  is  wealthy.  It 
requires  a  younger  person  to  fill  that  place.  We  were  very 
much  surprised  at  the  news.  We  fail  to  see  how  you  can 
twist  the  language  of  the  paper  to  agree  with  that  view  of 
the  question.  We  can  do  no  more  work  on  it  till  you  de- 
cide this  question.  I  cheerfully  acquiesce  in  this  ruling. 


WESSONS  IN  MUNSON  PHONOGRAPHY.  49 


LESSON  XI. 

FINAL  HOOKS. 

J05* — The  final  hooks,  like  the  initial  hooks,  are  also  five 
in  number.  These  hooks  are  used  simply  to  shorten  out- 
lines, and  not  to  indicate  close  consonant  combinations,  as 
the  initial  hooks  do.  While  they  shorten  outlines,  they  are 
also  a  great  aid  to  legibility,  and  are  really  more  important 
in  this  regard  than  as  speed  expedients. 

STEM  AND  A  SMALL  FINAL  HOOK  MADE  WITH  ONE  MOVEMENT. 

J06. — Small  final  hooks  are  produced  by  making  the 
consonant  stem  with  great  rapidity  and  stopping  the  pen  very 
abruptly  at  the  end  of  the  stroke,  thus  making  both  stem  and 
hook  with  but  one  movement. 

ORDER    OF    READING. 

J07, — A  final  hook  is  read  after  the  vowel  after  the  stem. 
A  final  hook  must  not  be  used  at  the  end  of  the  outline  of  a 
word  that  ends  with  a  vowel.  Deaf  \,  defy\  ,  pen  \> 
penny  \^ 

THE  F  OR  V  HOOK. 

J08. — A  small  final  hook  on  the  circle  side  of  straight 
stems  is  used  for  f  or  v.  The  use  of  the  hook  for  two 
sounds  causes  no  trouble  in  reading.  Puff  \,  puffing  x^ 

J09. — The  ^  circle,  looking  more  like  a  very  small  loop, 
may  be  written  inside  the  hook.  The  circle  is  read  after  the 
hook.  Puffs  X 

JJO. — This  hook  can  be  used  on  curved  stems  under  con 
ditions  explained  hereafter. 


50  FINAL  HOOKS. 

JJJ.  —  It  should  be  noted  carefully  that  the  use  of  a  V 
stem  or  a  r  hook  at  the  end  of  an  outline  is  a  sure  indication 
of  the  presence  or  absence,  repectively,  of  a  vowel  at  the  end 
of  the  word.  Serve  <^,  survey 


THE  N  HOOK. 

JJ2»  —  A  small  final  hook  on  the  "opposite"  side  oi 
straight  stems,  and  on  the  inside  of  the  curved  stems,  is  used 
for  n.  This  hook  must  not  be  used  when  n  is  the  last  con- 
sonant in  a  word  and  followed  by  a  vowel,  nor  when  n  is 
preceded  by  two  concurrent  vowels.  Ten  j.  ,  fine  ^ 

CIRCLES    AFTER    N    HOOKS. 

JJ3»  —  The  s  circle  may  be  written  inside  the  n   hook  on 

curved  stems.  On  straight  stems,  circles  and  loops   may  be 

written  on  the  n   hook   side.      Fines    ^  ,    tense  J-,     tenses  J-, 
against  ._^ 

CAUTION    REGARDING    "COVERING"    A    MEDIAL    N    HOOK. 

JJ4.  —  The  n  hook  must  not  be  covered  by  the  s  circle 
in  the  middle  of  an  outline,  since  it  would  interfere  with  the 
covering  of  the  r  hook.  Both  the  circle  and  the  n  hook 
must  show  distinctly,  or  the  N  stem  will  have  to  be  written. 
However,  a  few  words  ending  in  ing  violate  this  rule.  De- 
stroy cj'e  ,  density  _\.  ___  ,  ransom  _/*^>  dancing)^. 

JJ5.  —  The  //  hook  on  a  curved  stem  must  be  changed  to 
N  stem  before  a  large  circle  or  a  loop.  Fence  v^>  fences  V^, 
fenced  -  ^^,  — 

JJ6.  —  The  syllable  "trans"  is  regularly  written  without 
indicating  the  n.  Transcribe  JL  .  transpose  ~L— 

HOOKS  NOT  ALWAYS  FASTER  THAN    STEMS. 

JJ7.--It  frequently  happens  that  an  N  stem  is  faster 
than  an  //  hook,  especially  after  P  and  B.  Punch  __  \__  ., 
branch 


LESSONS  IN  MUNSON  PHONOGRAPHY.  cj 

THE  SHUN  HOOK. 

JJ8» — A  large  final  hook  on  the  circle  side  of  straight 
stems,  and  on  the  inside  of  curves,  represents  any  syllable 
equivalent  to  the  spelling  shun;  such  as,  tion,  don,  szon,  shion, 
dan,  cean,  sian,  etc.  The  ^  circle  may  be  written  inside  of 
this  hook.  Addition  ~V~>  motion  ^p,  transmission— 1-^- 

JJ9* — The  stem  SH  with  an  n  hook  is  used  in  words 
having  no  other  consonants  than  sh  and  n;  also  when  other 
consonants  can  be  expressed  by  a  circle.  Ocean  ^,  session 

JL 

J20. — The  shun  hook  can   be  made  after  an  s  circle,  the 

hook  being  carried  around  the  circle.  The  circle  and  hook 
are  made  on  the  "opposite"  side  of  straight  stems  when  the 
s  is  preceded  by  an  n.  Since  the  vowel  after  the  s  is  always 
long  a,  short  e,  or  short  /,  it  is  not  usually  written.  Posi- 
tion ,  ,  physician  ,  transition, 

-\>-  Aa-  -J- 

J 2J. — A  final  s  is  represented  by  a  small  circle  inside  the 

hook.    Actions      '-^    ,  decisions     • 

-fe- 

THE  TER  HOOK. 

J22. — A  large  final  hook  on  the  "opposite"  side  of 
straight  stems  represents  the  combinations  ter,  ther,  dher,  tar, 
tor  and  ture.  The  syllable  der  is  regularly  expressed  by  D 
with  the  r  hook.  The  S  circle  may  be  written  inside  of  this 
hook.  Tighter  Jv  ,  rather  .x° ,  gathers  :~~s>  ,  bidder  — \j — 

L    AFTER    A    FINAL    HOOK. 

J23» — Such  final  syllables  as  al  and  ly,  after  a  final  hook, 
are  usually  written  in  the  most  convenient  direction  from  the 
hook,  without  reference  to  the  rules  in  Lesson  VI,  regarding 
the  uses  of  L  and  Z,.  However,  some  writers  always  disjoin 
a  L  for  ly,  when  it  cannot  be  joined.  National  ^  ,  bitterly 


52  FINAL  HOOKS. 

DOUBLE    UTILITY    OF    THE    FINAL    HOOKS. 

Special  attention  must  be  called  to  the  fact  that  the  final 
hooks  are  not  only  speed  expedients,  but  are  also  great  aids 
to  the  legibility  of  the  outlines  in  which  they  are  used.  This 
is  true  of  all  the  final  hooks,  but  more  especially  of  the /and 
n  hooks.  The  student  has  already  noticed  that  the  ability  to 
determine  at  first  sight  whether  a  word  begins  with  a  vowel 
or  a  consonant,  or  ends  with  a  vowel  or  a  consonant,  aids 
greatly  in  reading  the  outline.  As  hundreds  of  words  have 
/,  v  or  n  as  the  last  consonant,  the  proper  use  of  the  stems 
and  the  hooks  in  the  outlines  of  these  words  will  be  of  the 
greatest  importance  and  advantage.  This  will  be  particularly 
true  of  pairs  of  words  in  which  one  word  ends  with  a  conson- 
ant and  the  other  with  a  vowel;  as,  pen,  penny.  The  use  of 
the  stem  signs  for  /,  v  and  n  will  therefore  usually  indicate 
either  that  the  consonant  is  followed  by  a  vowel  or  is  pre- 
ceded by  two  vowels. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


53 


READING  EXERCISE. 


-5\  . 
\>* 


""\ 


-v-'- 


J 


r— -"* -S*  ~ 


11 


t-  ^T  ^ 


54  FINAL  HOOKS. 

WRITING  EXERCISE. 

Chafe,  dove,  cove,  arrive,  crave,  cleave,  driven,  proven, 
sensitive,  scoff,  positive,  observe,  subserve,  rebuff,  alcove, 
spawn,  spoon,  brown,  blown,  drain,  strain,  strewn,  clean, 
screen,  glean,  shun,  salmon,  noon,  lean,  scorn,  salesman, 
abandon,  superfine,  punish,  iron,  burn,  foreign,  urgency, 
pansy,  vacancy,  pronounce,  denounce,  nation,  passion,  vaca- 
tion, station,  salvation,  attention,  inclination,  selection,  ad- 
miration, acceptation,  exclusion,  invitation,  invention,  pro- 
vision, abbreviation,  collection,  correction,  tuition,  reaction, 
adaptation,  mention,  resolution,  opposition,  supposition, 
secession,  cessation,  incision,  potter,  tatter,  totter,  teeter, 
doubter,  cutter,  gutter,  clatter,  spatter,  sector,  culture, 
rapture,  scattering,  accoutre,  scripture,  proves,  drives, 
gloves,  roofs,  pans,  dense,  guns,  glanced,  fines,  wins,  occa- 
sions, provisions,  possessions,  gathers,  scatters,  dispense, 
retains,  reverence,  appearance,  assurance. 

REVIEW  WRITING  EXERCISE. 

Buff,  Jove,  cave,  gruff,  grove,  driving,  David,  divide, 
defeat,  set-off,  reserve,  deserve,  preserve,  seraph,  telegraph, 
span,  plain,  bran,  drawn,  strown,  chin,  adjourn,  sojourn, 
apron,  crown,  grown,  grain,  ocean,  known,  morn,  worn, 
serene,  Scotchman,  abstain,  mission,  remain,  organic, 
barren,  barn,  retrench,  occupancy,  fancy,  gainsay,  vagrancy, 
abstinence,  impertinence,  notion,  occupation,  solution, 
adhesion,  delusion,  education,  stationer,  stationery,  acceler- 
ation, exclamation,  seclusion,  election,  abrasion,  obser- 
vation, attraction,  sequestration,  stimulation,  taxation, 
disposition,  exposition,  batter,  tether,  daughter,  gaiter, 
greater,  scepter,  creditor,  rhetoric,  alligator,  nomenclature, 
chafes,  arrives,  reserves,  pins,  coins,  gains,  means,  loans, 
editions,  actions,  sensations,  squatters,  actors,  expense, 
pertains,  perseverance,  clearance,  adherance,  innocence, 
staunch,  branch,  clinch,  pinch,  revenge,  fringe,  sanguine, 


LESSONS  IN  MUNSON  PHONOGRAPHY.  55 

sharpen,  recline,  decline,  incline,  rattan,  resolve,  revolver, 
refrigerator,  ermine,  renounce,  romance,  remains,  button, 
obtains. 

CONTRACTIONS. 

Experience  —  2y-  Opinion  — \~  Spoken  ^  Before  \, 
Objection  \,  Subjection  \>  Between  — j-<  Circumstance  / 
Circumstantial  J5  Deliverance,  — J1—  Differ-ent-ence  — [— 
General-ly  y  Reier-ence  ^ 

He  has  had  ten  years  experience  in  this  line  of  business. 
I  fail  to  see  how  there  can  be  more  than  one  opinion  on  this 
subject.  I  have  spoken  of  this  affair  several  times  before. 
That  objection  can  be  overcome,  if  the  proper  means  are 
taken.  He  seems  at  last  to  have  his  enemies  in  subjection. 
The  difference  between  them  is  scarcely  appreciable.  He 
must  explain  that  circumstance  before  we  can  proceed.  His 
story  is  circumstantial  and  long  drawn  out.  We  shall  soon 
have  deliverance  from  these  troubles  and  annoyances.  As 
soon  as  this  circumstance  is  generally  known,  many  people 
will  change  their  opinions  on  this  subject.  I  refer  you  to 
Mr.  Jones  for  a  clearer  explanation,  for  he  has  had  experi- 
ence with  these  machines.  By  reference  to  the  books  you 
can  determine  the  accuracy  of  these  lists. 


56  DOUBLE  LENGTHS. 


LESSON  XII. 

DOUBLE  LENGTHS. 

J25. — We  have  already  modified  the  consonant  stems  in 
two  ways — by  circles  and  loops,  and  by  hooks.  A  third  way 
only  remains,  changing  the  length.  In  this  lesson  the  con- 
sonant stems  are  doubled,  and  in  the  following  lesson  they 
will  be  halved. 

J26. — Doubling  is  used  to  add  any  of  the  following  sylla- 
bles: ter,  der,  ther,  tar,  tir,  tire,  tor,  tur,  ture,  tyr,  thor,  thur, 
ire,  dir,  dor,  dure,  etc. 

J27. — All  curved  stems  are  doubled.  Straight  stems  may 
be  lengthened  only  when  they  have  an  f  or  an  n  hook. 

POSITIONS    OF    DOUBLE    LENGTHS. 

J28» — The  positions  of  the  double  lengths  are  as  follows: 
For  down  strokes: — 

First  position,  resting  on  the  line. 

Second  position,   half  way  through   the  line. 
Third  position,  three-quarters  below  the  line. 

For  up  strokes: — 

First  position,  one-half  the  height  of  a  T  stroke  above 
the  line. 


Second    position,  commencing    on  the  line. 


Third    position,    commencing    half    a  space    below   the 
line. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  57 

J29. — The  position  of  the  horizontal  double  lengths  are 
the  same  as  those  of  the  single  lengths.  ..rClITl—  

J30, — Expressed  briefly,  a  double  length  stroke  begins  at 
the  same  point  where  the  corresponding  single  length  stroke 
begins,  except  that  the  first  position  downward  double 
-engths  begin  two  spaces  above  the  line. 

ORDER    OF    READING. 

J3J. — The  added  syllable  is  read  after  the  vowel  after  the 
stem.  An  initial  circle  or  loop  on  a  double  length  stem  is 
read  first,  and  a  final  circle  or  loop  is  read  after  everything 
else.  A  final  hook  is  read  just  before  the  added  syllable. 
Matter  <-~^  ,  center  <^_._^,  enters  ^_^s>,  hinders  ---^-^- 

SPECIAL    VOCALIZATION    OF    DOUBLE    LENGTHS. 

f  32. — Special  vocalization,  as  explained  in  "fgg,  may  be 
extended  to  double  lengthening,  when  the  vowel  in  the  added 
syllable  is  not  short  e,  but  it  is  not  often  necessary  to  do  so. 
Entire  •*—:-^ 


58 


DOUBLE  LENGTHS. 


READING  EXERCISE. 


^\ 
~ 

_-=x__ 
\ 

\ 


y. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  59 

WRITING  EXERCISE. 

Fodder,  fighter,  aster,  orator,  ardor,  alter,  loiter,  lather, 
nitre,  mitre,  hatter,  feather,  voter,  shudder,  under,  mother, 
hater,  header,  nature,  feeder,  caster,  shooter,  Luther,  hither, 
neater,  neuter,  softer,  saunter,  sender,  senator,  scimiter, 
slaughter,  flatter,  fleeter,  flitter,  assorter,  murder,  shelter, 
founder,  fonder,  venture,  wonder,  winter,  cylinder,  yonder, 
hunter,  lender,  jointure,  counter,  gander,  suspender,  plunder, 
grander,  shatters,  orders,  letters,  cylinders,  renders,  printers, 
counters,  hitherto,  interfere,  interference,  reminder,  lettering, 
Decanter,  fatherly,  motherly,  slanders,  slanderous,  tormenter, 
undergo,  alderman,  loitering,  enterprise,  counterfeiter,  inter- 
position, enterprising,  barometer,  indenture,  intercede,  in- 
terest, interlace,  interline,  interlocking,  interrogation,  inter- 
mixture, international,  intersperse,  underbrush,  underdone, 
undergrowth,  underlay,  underlying,  undermine,  underneath, 
underpinning,  underscore,  undersell,  undersign,  undertaking, 
undervalue. 

CONTRACTIONS. 

Whether  ~^»v    Description  —^—  Quarter 

Altogether  _|7?_.  Began  _  Begun   .,_„ 

Begin  —^6-  Formation  Vo  Within  — (—  Recollection  ^> 

This  circumstance  places  the  entire  matter  under  sus- 
picion. I  can  tell  you  better  later  whether  I  can  go.  I  have 
neither  seen  nor  read  of  anything  of  that  description.  News 
has  come  to  us  from  several  quarters  that  such  a  proposition 
is  under  discussion.  We  desire  to  call  your  attention  to  rules 
2  and  3,  which  govern  such  cases  as  you  mention.  They  be- 
gan that  work  altogether  too  soon.  Work  on  that  job  has 
begun  already.  Although  it  is  new  it  begins  to  show  signs 
of  wear  already.  The  formation  of  such  a  corporation  is  a 
menace  to  all  the  houses  in  our  line  of  business.  We  desire 
to  settle  this  matter  within  the  next  few  days.  My  recollec- 
tion is  that  you  promised  to  make  these  alterations.  The 
order  was  placed  on  file  yesterday. 


60  HALVING. 


LESSON  XIII. 

HALVING. 

J33« — Any  stem  may  be  halved  to  add  /  or  d.  Usually 
no  distinction  is  made  between  /  and  d,  but  where  it  is  nec- 
essary to  make  a  distinction,  halving  is  used  for  /  only. 
Bit  —N-.—,  bid  ~\" 

Halving  is  not  'used  in  words  whose  only  consonants  are 
rd  or  Id, 

POSITIONS    OF    HALF    LENGTHS. 

J34. — The  position  of  horizontal  stems  remains  the  same, 
whatever  the  length.  The  positions  of  the  half  length  up- 
right stems  is  found  by  taking  the  lower  half  of  the  corres- 
ponding full  length  stem;  that  is,  first  position  upright  half 
lengths  are  half  a  space  above  the  line;  second  position,  rest- 
ing on  the  line;  third  position,  just  under  the  line. 

ORDER    OF    READING. 

J35. — The  added  /  or  d  is  read  after  the  vowel  after  the 
stem.  A  final  hook  is  read  before  the  /  or  d,  and  a  final  cir- 
cle or  loop  after  the  /  or  d.  Tight  __J"_ ,  tent  j-,  debts  y, 

spends  |-,   drifts  -— v— 

LENGTH    AND    CURVATURE    OF    HALF     LENGTHS. 

J36. — In  practical  writing,  half  lengths  are  really  a  little 
shorter  than  half  the  length  of  a  T  stem,  and  double  lengths 
are  a  little  longer  than  twice  the  length  of  a  T.  It  will  be 
noticed  that  half  length  curved  stems  are  proportionately 
fuller,  or  more  rounded,  than  full  lengths;  and  single  lengths 
are  fuller  than  double  lengths. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  61 

READING  EXERCISE. 


10 

11 


r    ,, 

-' «5 . —  ._„.___.__ 

T  =~i 

V.         ~V  fl  •&  f>  n 


62  HALVING. 

WRITING  EXERCISE. 

Put,  aped,  brought,  bed,  obeyed,  lead,  boot,  dot.  ached, 
eked,  keyed,  gate,  goad,  fad,  feat,  fend,  avowed,  evade, 
eased,  oozed,  aimed,  emit,  gnawed,  night,  not,  end,  neat,  let, 
wrought,  rout,  wrote,  root,  hod,  ahead,  hood,  heat,  plot, 
plight,  blight,  bled,  creed,  greed,  flight,  fled,  flit,  flute, 
afraid,  fright,  fret,  freed,  relate,  relied,  shred,  throat,  spite, 
sailed,  sealed,  sold,  sweat,  pits,  bids,  beds,  foots,  fades, 
avoids,  meets,  waits,  paved,  opened,  abound,  tuned,  don't, 
chant,  binds,  offend,  event,  mint,  amount,  lint,  leaned, 
rained,  wind,  waned,  hound,  bland,  brunt,  draft,  crowned, 
grand,  grained,  strained,  cleft,  flaunt,  friend,  stuffed,  stated, 
studied,  stirred,  surround,  drifts,  rafts,  rents,  points,  paints, 
abounds,  tints,  joints,  finds,  mends,  hands,  lends,  spattered, 
clattered,  ancient,  motioned,  efficient. 

CONTRACTIONS. 

Particular  ~ N._  Gentleman  ^ _  Gentlemen  y  Difficult-y 
— ....  According  County  Significant  ~^T  Fact  v 

Frequent  ~  <u~  Astonish-ed  )      World          Somewhat         Move- 
ment .      .    Government  _r^      Where  .^ 

f^  o^. 

He  wishes  particular  pains  to  be  taken  with  this  job. 
This  gentleman  was  in  here  Wednesday  with  two  other  gen- 
tlemen to  get  prices  on  this  piece  of  work.  It  has  been  diffi- 
cult to  secure  the  right  material.  According  to  his  claims 
his  machine  does  away  with  this  difficulty.  It  is  a  significant 
fact  that  our  goods  have  displaced  all  other  makes  in  this 
country.  He  makes  frequent  visits  to  Chicago.  We  are  the 
oldest  house  in  our  line  in  this  country,  having  been  found- 
ed over  twenty  years  ago.  Our  goods  having  been  shipped 
to  all  parts  of  the  world.  This  last  one  is  somewhat  smaller 
than  the  first  one.  There  is  a  movement  on  foot  to  change 
this  practice. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  53 


LESSON  XIV. 

JOININGS  OF   HALF    LENGTHS. 

J37.  —  Half  lengths  may  be  joined  to  the  other  stems, 
whatever  their  length,  so  long  as  an  angle  is  obtained.  In- 
terrupt ,.  ___  ^ 

J38«  —  A  half  length  straight  stem  may  not  be  joined  to 
another  half  length,  or  to  a  full  length,  straight  stem  made  in 
the  same  direction,  nor  to  a  curved  stem  curving  into  it,  nor 
should  a  half  length  curved  stem  be  joined  to  a  curved  stem 
with  which  it  makes  no  angle;  full  length  stems  must  be 
used,  or  a  half  length  disjoined.  Cooked  -  .....  --'[--,  judged  ^/ 

vacate  _k  _  ___  >     looked  -~f^\  —  ,     waited  ~^\.,     attitude  _  |.i> 


modest  _  \^\  _ 

HALF    LENGTHS    DISJOINED. 

J39«  —  The  final  syllables  ted,  ded,  tude,  did,  fate,  etc.,  are 
nearly  always  indicated  by  a  half  length;  and  the  half  length 
is  disjoined,  when  its  joining  is  forbidden  by  the  preceding 
paragraph.  Rated  /4\-  ,  faded  ^.  ,  gratitude  _™>  ,  candid  ^_  , 
agitate  _  .£___,  agitated  I 

J40«—  Words  ending  in  dered  usually  take  halving  and  a 
final  R  half  length.  Rendered  y^\ 

J4J.  —  It  is  allowable  in  some  words  ending  with  ist  to 
make  a  half  length  S  upward.  Elocutionist  ---'£3— 

J42.  —  The  stem  M  and  N  should  not  come  together, 
when  one  stem  is  full  length  and  the  other  half  length. 
Named  ^~~\,  -monotony  ~r^. 


64  JOININGS  OF  HALF  LENGTHS. 

J43» — Great  care  must  be  used  in  writing  a  large  hook  on 
a  half  length  stem,  and  in  writing  half  length  curves  where 
they  might  easily  look  like  shun  or  ter  hooks.  Gathered 
..I?...j  cashed 

CAUTIONS. 

J44. — Half  lengthening  must  not  be  used  where  /  or  d 
is  the  last  consonant  in  a  word  and  followed  by  a  vowel;  nor 
should  it  be  used  where  the  /  or  d  is  preceded  by  two  con- 
current vowels.  Fiat  V?  ,  duty  —  |— 


J45. — Halving  is  not  used  in  words  whose  only  conso- 
nants are  rdor  Id.  Road  /<\,  load  /<] 

J46. — When  d  is  the  last  sound  in  a  word  and  preceded 
by  /  or  r  which  is  itself  preceded  and  followed  by  vowels, 
the  stem  D  is  used.  Married  *-+/\  ,  carried  ^-/\_ , 
tarried  \/\  _,  followed  _^J^\ 

J47. — Half  lengths  for  /  and  r  follow  as  near  as  possi- 
ble the  rules  in  Lesson  VI,  but  the  plainest  and  easiest 
joining  should  always  be  chosen.  Pilot  _  \:  ,  piled  ^>  , 
operate  '\#  ,  poured  -— X^— ,  inquired 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


65 


READING  EXERCISE. 


/^Pri- 


T 


._  ^^... 


---=---- 


13 


66  JOINING  OF  HALF  LENGTHS. 

WRITING  EXERCISE. 

Picked,  urged,  racket,  adapt,  tipped,  daylight,  killed, 
remote,  argued,  copied,  capped,  combed,  comet,  tucked, 
ticket,  attached,  cashed,  polite,  dodged,  checked,  repeat,  re- 
fute, reviewed,  wronged,  timid,  ragged,  unaided,  skimmed, 
slipped,  solved,  skipped,  designed,  decent,  biscuit,  musket, 
tested,  unsound,  casket,  invested,  phosphate,  loosened,  exert, 
climbed,  climate,  plagued,  duplicate,  tripped,  blamed, 
blocked,  scratched,  stripped,  struggled,  labelled,  enabled, 
pickled,  crippled,  replied,  coupled,  shuffled,  flavored, 
troubled,  regret,  liquid,  displayed,  reciprocate,  obscured,  re- 
called, divert,  refund,  elegant,  remind,  sediment,  segment, 
sargeant,  urgent,  pivot,  bucket,  rigid,  estate,  valid,  assumed, 
patent,  merchant,  shipment,  argument,  elementary. 

REVIEW  WRITING  EXERCISE. 

Getting,  fighting,  evading,  acting,  little,  metal,  ratify, 
ending,  lottery,  scandal,  greatness,  acquital,  secretary,  article, 
acquaintance,  bundle,  spindle,  beautified,  notified,  moderate, 
abatement,  sentiment,  eradicate,  gratitude,  detailed,  affidavit, 
abundant,  phonetic,  capital,  retract,  receptacle,  script,  dis- 
satisfied, adamant,  scanty,  serenade,  shipment,  accelerate, 
rectify,  except,  debatable,  abrupt,  aspect,  settlement,  seldom, 
manifold,  adult,  exhausted,  identify,  oratory,  fanatic,  scru- 
tiny, scald,  skilled,  adequate,  accurately,  safeguard,  adjunct, 
catalog,  mutilated,  undoubtedly,  argument,  scientific,  ac- 
ceptable, accident,  injured,  sentence,  budget,  isolate,  escort, 
asphalt,  alphabet,  candle,  merchant,  mercantile,  prominent, 
understand,  interrupt,  afterthought,  underestimate,  inter- 
viewed, result,  fatigue,  moment,  determined,  candidate,  in- 
dependent, advocate,  intensity,  maintenance,  secured,  de- 
clined, declared,  delegates,  inventory,  military,  multiplied, 
grandest,  shortened,  rental,  incandescent,  ultimately,  entitled, 
metallic,  amendment,  preventive,  authentic,  random,  assort- 
ment. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  67 

Our  time  lately  has  been  occupied  in  making  out  these 
lists.  He  failed  to  notify  us  at  the  time  it  occurred.  These 
items  should  be  arranged  in  alphabetical  order.  We  can't 
interrupt  the  proceedings  now  to  attend  to  that  matter.  He 
failed  to  get  the  check  cashed  because  there  was  no  one  to 
identify  him.  He  employed  a  draftsman  to  get  up  his 
drawings.  We  have  written  regarding  these  notes,  but  as 
yet  have  not  received  a  definite  answer.  You  can  find  these 
goods  at  any  retail  store,  as  we  give  no  one  an  exclusive 
agency.  We  have  been  hindered  in  this  work  by  the  defec- 
tive material  supplied.  There  will  be  little  difficulty  in  mak- 
ing the  proper  arrangements.  These  articles  are  regarded  by 
experts  as  the  finest  yet  produced.  They  disagreed  on  this 
point  over  a  year  ago,  and  are  still  unable  to  come  to  an 
agreement.  The  plates  were  destroyed,  but  they  could  be 
reproduced  at  a  trifling  expense.  It  is  their  evident  intent  to 
force  us  to  extreme  measures.  Their  first  estimate  was  too 
low,  but  they  have  rectified  that  error.  The  report  should  be 
made  out  and  handed  in  at  as  early  a  date  as  possible.  These 
bills  are  rendered  monthly.  We  have  sent  the  order  to  the 
factory,  and  the  goods  will  be  shipped  to  you  direct.  A 
more  intimate  acquaintance  with  these  goods  will  establish 
their  claims  to  superiority.  I  am  much  gratified  by  the  news 
of  your  success. 


68  PAST  TENSE  OF  REGULAR  VERBS. 


LESSON  XV. 

BRIEF    SIGNS.       NEGATIVES.       PAST    TENSE    OF 
REGULAR  VERBS. 

THE    H    TICK. 

J48. — It  is  a  peculiarity  of  the  consonant  h  that  it  may 
be  omitted,  without  disadvantage,  from  many  words.  Where 
it  does  not  seem  best  to  omit  it  altogether,  yet  its  omis- 
sion improves  the  outline  greatly,  the  h  may  be  indicated 
by  a  light  dot  placed  alongside  of  the  following  vowel. 
Hope  £\ 

J49. — In  outlines  where  neither  the  stem  nor  the  dot  h 
are  satisfactory  a  "  tick  "  can  be  used.  The  tick  can  be  made 
vertically  or  horizontally,  and  struck  in  the  most  convenient 

direction.      It  is  used  both  initially  and  medially.     Heavy  Ji 


hammer  j^  ,  unhook  Wheat  -r-      Whay  ^ 

The  horizontal  breve  for  h  may  be  joined  initially  to  W\ 
in  the  outlines  for  such  words  as  whale,  while,  etc. 

J50. — Brief  signs  for  w  and  y  have  been  provided  by 
halving  a  circle  the  size  of  an  s  circle.  Either  side  of  the 
circle,  cut  vertically,  is  used  for  w;and  the  upper  and 
lower  halves  are  used  for  y.  These  semicircles  must  not 
be  prefixed  to  straight  stems  in  a  way  to  look  like  a  hook. 
On  a  curved  stem  the  brief  sign  nearly  always  curves  the 
same  way  as  the  stem.  Walk  *—  ,  wave  ,\^,  yoke  UJ— 
yellow  fi 

J5J. — The  stem  must  be  used  when  there  is  an  initial 
vowel.  Awake  ^ 


LESSONS  IN  MUNSON  PHONOGRAPHY.  69 

J52« — The  brief  y  is  often  used  medially  to  add  to  the 
legibility  of  an  outline.  Annual  ,  graduate  ™  , 

actual      ~~f 

J53« — The  student  must  resist  a  tendency  to  make  these 
signs  broad  and  shallow,  but  rather,  if  they  are  exaggerated 
at  all.  make  them  narrow  and  deep. 

NEGATIVES. 

J54. — In  writing  the  negatives  of  adjectives  and  adverbs 
beginning  with  /,  m,  n  and  r,  which  form  the  negative  by 
prefixing  the  syllable  in  (meaning  not"),  or  its  modifications 
il,  im,  un  and  t'r,  it  is  necessary,  for  the  sake  of  legibility,  to 
double  the  initial  consonant.  In  words  beginning  with  n  or 
m  an  extra  stroke  is  added;  in  words  beginning  with  /  and  r, 
the  hooks  are  used — and  it  is  only  in  these  words  that  the  / 
hook  is  found  on  L  and  the  r  hook  on  R.  Unnatural  •^Af^m,  im- 
movable ..^^\--. .,  illegible  _(7___,  irresistible—-^—,  irremedia- 
ble --<*Vv-- 


J55. — An  extra  stroke  is  prefixed  to  all  words  beginning 
with  in,  en,  em  and  un,  where  it  is  necessary  to  distinguish 
such  words  from  words  that  begin  with  m  or  n.  Ennoble  ^~^~*\ 
noble  V\ 

PAST  TENSE  OF  REGULAR  VERBS. 

J56. — The  writing  of  the  past  tense  of  regular  verbs  is  of 
such  importance  that  space  is  here  taken  to  give  the  follow- 
ing rules: 

(i).  When  the  present  tense  is  written  with  a  full 
length  stem,  the  past  tense  is  formed  by  halving  that  stem. 
Talk-ed  L  |1 

(2).  Verbs  ending  with  an  s  circle  change  the  circle  to 
a  small  loop.  Face-d  V^  V^ 

(3).  Verbs  ending  with  a  ses  circle  add  a  T  or  D. 
Emphasize-d  ^"""V  ^~\n 


7o  PAST  TENSE  OF  REGULAR  VERBS. 

(4).  Verbs  ending  with  st  loop  change  the  loop  to  an 
s  circle  and  add  a  half  length  T.  Rest-ed  ^f  ^ 

(5).  Verbs  ending  with  a  ster  loop  change  the  loop 
to  an  s  circle  and  add  a  half  length  Tr.  Master-ed _' 

(6).  Verbs  ending  with  a  double  length  with  a  simple 
ending,  change  the  double  length  to  single  length  and  add  a 
half  length  Tr  or  Dr;  except  that  when  the  final  syllable  is 
equivalent  to  dher,  a  D  is  added  to  the  form  of  the  present 
tense.  Fetter-  ed  \ _Ss^.__>  feather-ed  \  \ 

I 

(7).  Verbs  ending  with  a  double  length  with  a  final 
hook,  change  the  double  length  to  half  length  and  add  a  half 
length  R.  Squander-ed  f 3  "^ 

(8).  Verbs  ending  with  a  TTalf  length,  change  the  half 
length  to  full  length  and  add  a  half  length  T  or  D.  Lift-ed 

-<a-*r 

SAME    FORM    FOR    PRESENT    AND    PAST. 

J57. — Some  writers  prefer  to  use  the  same  form  for  both 
the  present  and  the  past  tense,  depending  on  the  context  to 
indicate  which  tense  the  speaker  used.  With  many  verbs  it 
is  safe  to  do  this,  but  the  above  rules  will  apply  to  most 
verbs.  The  use  of  the  same  form  for  the  present  and  the 
past  is  usually  restricted  to  word  signs,  to  cases  where  the 
following  of  the  rules  just  given  would  make  awkward  out- 
lines, and  to  a  few  verbs  of  constant  recurrence.  Recollect-ed 
^ ,  persuade-d  *\,  acquaint-ed  ^,  mention-ed  ^^ 

W  HOOK  ON  L 

As  there  are  few  words  beginning  with  /'/ — and  their  short- 
hand outlines  are  exceedingly  legible — the  character  used  for 
LI  may  also  be  used  for  Wl.  This  form  is  more  easily  made 
than  Wl,  and  affords  a  means  of  distinguishing  the  compound 

words  formed  from  well  and  ///.    Wealth  ,  well-bred      ""* 


L/ESSONS   IN   MUNSON   PHONOGRAPHY. 


71 


READING  EXERCISE. 


72  PAST  TENSE  OF  REGULAR  VERBS. 

WRITING  EXERCISE. 

Hoop,  habit,  happily,  hypothesis,  apprehension,  heave, 
heaven,  ham,  whirl,  white,  wharf,  heel,  hull,  hurry,  hollow, 
herald,  hatred,  harrass,  hoax,  inhale,  wagon,  wax,  webbed, 
wooden,  whitewash,  interwoven,  Washington,  switch,  value, 
emulate,  eulogy,  Utah,  yelp,  memorial,  immemorial,  modest, 
immodest,  noticed,  unnoticed,  legitimate,  illegitimate,  re- 
proachable,  irreproachable,  refutable,  irrefutable,  pack, 
packed,  prepare,  prepared,  improve,  improved,  retain,  re- 
tained, decline,  declined,  presume,  presumed,  desist,  desisted, 
pile,  piled,  expose,  exposed,  close,  closed,  depress,  depressed, 
discuss,  discussed,  dispense,  dispensed,  pronounce,  pro- 
nounced, mince,  minced,  emphasize,  emphasized,  rest,  rested, 
divest,  divested,  bluster,  blustered,  fester,  festered,  weather, 
weathered,  centre,  centered,  further,  furthered,  flounder, 
floundered,  plunder,  plundered,  plot,  plotted,  fret,  fretted, 
shred,  shredded,  duplicate,  duplicated,  meditate,  mitigate, 
mitigated,  dictate,  dictated,  irritate,  irritated. 

REVIEW  WRITING  EXERCISE. 

Hub,  inhabit,  hypocrite,  hypnotism,  heavily,  hymn,  hash, 
whence,  whiff,  whole,  hoof,  Havana,  hammock,  hidden,  horn, 
human,  hogshead,  Harrison,  heredity,  width,  assuage,  unique, 
euphony,  occupation,  mature,  immature,  movable,  immov- 
able, numerable,  innumerable,  literate,  illiterate,  repressible, 
irrepressible,  live,  lived,  move,  moved,  load,  loaded,  sustain, 
sustained,  entertain,  entertained,  furnish,  furnished,  block, 
blocked,  reply,  replied,  refuse,  refused,  impress,  impressed, 
dismiss,  dismissed,  cleanse,  cleansed,  announce,  announced, 
wince,  winced,  exercise,  exercised,  italicise,  italicised,  digest, 
digested,  dust,  dusted,  plaster,  plastered,  muster,  mustered, 
cluster,  clustered,  mitre,  mitered,  shudder,  shuddered,  feather, 
feathered,  wander,  wandered,  encounter,  encountered,  blot, 
blotted,  thread,  threaded,  include,  included,  interrupt,  inter- 
rupted, implicate,  implicated,  educate,  educated,  meditate, 
meditated,  rotate,  rotated. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  73 

We  have  examined  this  method,  and  are  satisfied  with 
the  result.  It  behaves  well,  even  under  adverse  circum- 
stances. They  are  somewhat  apprehensive  of  the  result. 
All  his  property  is  heavily  insured.  We  are  in  the  habit  of 
making  these  deductions.  These  goods  are  widely  and 
favorably  known.  Their  plans  are  as  yet  immature.  This 
price  gives  us  only  our  legitimate  profits.  His  behavior  un- 
der such  trying  circumstances  has  been  irreproachable.  His 
argument  is  irrefutable.  The  damage  is  irreparable.  The 
results  have  proved  the  accuracy  of  his  hypothesis.  His  at- 
titude on  this  question  in  an  unenviable  one.  The  cases  lay 
on  the  wharf  for  two  days,  exposed  to  the  weather,  and  in 
this  way  the  damage  occurred. 


CONSONANTS  INDICATING  VOWELS. 


LESSON  XVI. 

CONSONANTS  INDICATING  VOWELS. 

J58. — It  is  very  probable  that  the  student  regards  the 
ground  covered  by  lessons  5  to  15  with  the  single  idea  that 
he  has  been  learning  to  write  the  consonant  outlines  of  words 
in  the  briefest  possible  manner.  It  is  absolutely  necessary 
to  modify  this  idea  with  two  facts:  First — That  the  conso- 
nants in  a  word  should  be  so  written  as  to  indicate  their  rela- 
tion to  each  other.  Second — That  the  consonant  stems,  cir- 
cles, hooks,  halving,  etc.,  in  an  outline  should  be  used  in  a 
way  to  indicate  the  number  and  location  of  the  vowels.  The 
importance  of  these  two  facts  is  easily  understood  in  view  of 
the  fact  that  in  practical  reporting  vowels  are  rarely  written; 
and  so,  although  the  reporter  uses  the  briefest  outlines  avail- 
able, those  outlines  are  really  the  best  that  give  him  the  most 
assistance  in  reading  his  notes.  Therefore,  most  words  should 
be  written  so  that  every  vowel  can  be  indicated;  and  all  those 
words  should  be  memorized  (it  is  not  as  difficult  a  task  as  it 
sounds)  in  which  this  rule,  in  order  to  secure  easier  or  shorter 
outlines,  is  violated. 

J59. — The  following  exercises  will  not  only  be  a  review 
of  the  modifications,  but  will  also  enable  the  student  to  use 
them  more  intelligently  hereafter. 


LESSONS  IN   MUNSON   PHONOGRAPHY. 


75 


READING  EXERCISE. 


—         t  \  V  ^  '     '. 

<r-x jA — X«_X. •—_/..__/ 

/-^?  -)  6>         < 


76  CONSONANTS  INDICATING  VOWELS. 

WRITING    EXERCISE. 

Dish,  tissue,  lake,  elk,  sling,  along,  fall,  follow,  dale, 
daily,  gall,  galley,  gale,  gaily,  toll,  tallow,  veil,  valley,  volley, 
rye,  ire,  rash,  Irish,  bar,  borrow,  bur,  berry,  chair,  chary,  jar, 
injury,  scope,  escape,  side,  aside,  less,  lessee,  lays,  lazy,  moss, 
mossy,  race,  racy,  abuse,  busy,  sink,  zinc,  case,  chaos,  sing,  see- 
ing, based,  beside,  test,  testy,  joists,  justice,  faced,  faucet,  list, 
elicit,  honest,  honesty,  solaced,  solicit,  ply,  pile,  tree,  tear, 
flay,  fail,  oval,  veil,  bran,  barn,  deaf,  defy,  pin,  piano,  chin, 
china,  fun  funny,  marine,  merino,  shine,  shiny,  ender,  endure, 
stair,  stern,  sturgeon,  stray,  strong,  strike,  strap,  Austria,  As- 
toria, prate,  pretty,  might,  motto,  word,  wordy,  dyed,  diet, 
duty,  pet,  petty,  blood,  bloody,  parrot,  parity,  aimed,  empty, 
flight,  flighty,  fruit,  fruity,  quite,  quiet,  roofed,  refute,  scant, 
scanty,  cleaned,  client. 

REVIEW  WRITING  EXERCISE. 

Lavish,  vichy,  lame,  elm,  laminate,  illuminate,  pill,  pil- 
low, coil,  coyly,  gull,  gulley,  bell,  below,  file,  folly,  rag,  ar- 
gue, rally,  early,  bore,  bureau,  opera,  appear,  dare,  diary,  in- 
quire, inquiry,  spy,  espy,  spire,  aspire,  lace,  lasso,  tips,  tipsy, 
ounce,  ensue,  sauce,  saucy,  pies,  pious,  sues,  Suez,  sore, 
sewer,  best,  bestow,  chests,  chastise,  fast,  facet,  haste,  hasty, 
rust,  russet,  rusty,  mist,  misty,  lustres,  lustrous,  monster, 
monstrous,  free,  fear,  fly,  file,  glow,  goal,  signer,  snare,  burn, 
barren,  tough,  taffy,  photograph,  photography,  din,  deny, 
men,  many,  line,  lion,  essence,  science,  batter,  battery,  direc- 
tor, directory,  centre,  sentry,  squander,  quandary,  lender, 
laundry,  stirrup,  storage,  strip,  string,  stream,  oyster,  austere, 
austerity,  fat,  fatty,  sift,  safety,  ant,  into,  pit,  pity,  piety,  pilot, 
polity,  operate,  party,  flood,  fluid,  crate,  create,  cart,  carat, 
quote, quota,  bond,  bonnet,  patent,  patentee,  instead,  unsteady. 


NS  IN  MUNSON  PHONOGRAPHY.  77 

They  have  spent  money  freely  on  this  enterprise.  This 
shipment  is  to  go  by  lake  and  rail.  The  daily  reports  show  a 
steady  increase.  Fill  out  this  sheet  and  file  it  away.  It  is  no 
use  to  argue  this  question  further.  We  hope  to  hear  from 
you  at  an  early  date.  They  have  been  obliged  to  borrow  a 
large  amount  of  money.  They  escaped  with  little  damage. 
These  items  appear  on  that  list.  We  have  written  our  Mr. 
White  to  inquire  into  this  matter.  We  have  already  made 
arrangements  for  the  ensuing  year.  This  claim  ought  in  jus- 
tice to  be  allowed.  These  plans  were  hastily  prepared,  and 
new  ones  will  have  to  be  drawn.  The  storage  on  those  goods 
will  amount  to  as  much  as  the  goods  are  worth.  There  is  a 
striking  resemblance  between  them.  These  goods  were  im- 
ported from  Austria. 


PREFIXES. 


LESSON  XVII. 

PREFIXES. 

J60. — The  outlines  of  many  words  can  be  shortened  by 
using  abbreviated  forms  for  certain  common  initial  and  final 
syllables.  The  following  signs  are  provided  for  five  common 
initial  syllables,  and  are  known  as  Prefixes: 

"CON." 

J6J. — Con,  com  and  cum  are  indicated  by  a  light  dot  writ- 
ten before,  and  close  to,  the  remaining  portion  of  the  out- 
line. Compose  \^ 

J62. — Some  writers  prefer  to  omit  the  dot,  except  at  the 
beginning  of  a  sentence  or  of  a  line  of  writing,  and  write  the 
icmaining  portion  of  the  outline  close  to  the  outline  of  the 
preceding  word.  They  complain  (  \ 

J63. — The  above  syllables,  and  also  cog,  can  be  indicated 
in  the  middle  of  words  by  a  "break;"  that  is,  omitting  the 
syllable  and  writing  the  two  parts  of  the  outline  near  each 
other.  Recognize  /*-* 

J64. — Accommodate,  and  its  derivatives,  accomplish,  accom- 
pany, inconsiderable,  inconsistent,  and  words  beginning  with 
circum  are  written  without  a  "break"  or  any  reference  to  the 
con,  com  or  cum.  Accommodate  ~~-\*_  ,  accompany  \^,.,  incon- 
siderable - ¥--,  inconsistent  —^p—,  circumference  *^\^> 

"FOR." 

J65. — For  is  written  simply  F,  with  the  rest  of  the  word 
joined,  except  forget  and  its  derivatives.  Forfeit  S^.  ,  for- 
get ^ 


LESSONS  IN  MUNSON  PHONOGRAPHY.  "9 

"MAGNA." 

J66.  —  Magna,  magne,  magni,  are  indicated  by  an  M,  and 
the  rest  of  the  outline  disjoined.  Magnitude  .__T>__ 

"SELF." 

J67.  —  Self'is  written  with  an  s  circle,  invariably  on  the 
line  of  writing.  The  rest  of  the  outline  may  be  joined,  when 
the  next  stroke  is  a  down  stroke  with  a  simple  beginning. 
Self-defense  "~(^TP'>  self-praise  0%,  >  self-interest  —  o^-—  -^  —  , 
self-reliant  ^^ 

J  ---  05-v  ------ 

J68.  —  In  words  beginning  with  self-con,  the  "ton"  dot 
must  be  written.  Un  may  be  prefixed  to  self  by  the  un 
curl.  Self-control  \-  ,  unselfish  —J" 

"WITH." 


«  —  With  is  indicated  by  the  stem  DH,  and  the  rest    of 
the  outline  joined.      Withdraw    ( 


POSITION    OF    BROKEN    OUTLINES. 


J70.  —  In  words  with  part  of  the  outline  disjoined,  the 
rule  for  position  still  holds  good;  the  first  upright  stroke, 
wherever  it  is,  must  be  in  the  position  of  the  accented  vowel. 
Magnanimity  ../rr^cnj'.-. 


80 


PREFIXES. 


READING  EXERCISE. 


v,    X     ^      ,     > 


"V^ 

'^/'     '^ 


— .  _  _JL_.  _P....P 

b  «l          •! 


11.. 


\   1 


— , 


</^  1.  cX 

^  _______  °--  1.  ___  °  /•*  ____  °  _____  °  _______ 


9  -----  y 


LESSONS  IN  MUNSON  PHONOGRAPHY.  81 

WRITING  EXERCISE. 

Comfortable,  commendable,  comment,  commodious, 
commonplace,  commutation,  comprehensive,  company,  com- 
parison, compass,  compensation,  compile,  complex,  concert, 
conclusion,  concord,  condemn,  condescend,  condole,  condu- 
cive, conduit,  confer,  confess,  confidence,  confirm,  confiscate, 
confront,  conglomeration,  congress,  connection,  connivance, 
consent,  conserve,  considerable,  consignee,  console,  consort, 
conspiracy,  constant,  constrain,  construe,  consultation,  con- 
summation, contagious,  contemplate,  contest,  continent,  con- 
tinue, contraction,  contrary,  contribute,  control,  incompar- 
able, inconceivable,  disconcert,  discomfort,  recommendation, 
unconditional,  accommodated,  accomplishment,  circumlocu- 
tion, forgot,  formerly,  forasmuch,  magnetic,  magnetized,  self- 
complacency,  self-condemnation,  self-convicted,  self- reproach, 
self-same,  withdrawn. 

REVIEW  WRITING  EXERCISE. 

Commanding,  commensurate,  commercial,  commodity, 
commune,  compact,  compliment,  compare,  compartment, 
complain,  competent,  complete,  conception,  concession,  con- 
coct, concur,  condense,  conditional,  condone,  conduct,  con- 
fectioner, conference,  confession,  confine,  confirmation,  con- 
found, confusion,  congregation,  conjunction,  connoisseur, 
conscience,  conscious,  consequent,  consideration,  consign, 
consistency,  consonant,  conspire,  conspicuous,  constitution, 
construction,  consult,  consume,  contact,  contain,  content, 
contiguous,  contingency,  contract,  contractor,  contrast,  con- 
trive, convalescent,  incompetent,  incongruous,  discontinue, 
discontent,  encumber,  unconcerned,  accommodation,  circum- 
scribe, circumspect,  forgotten,  formidable,  magnified,  mag- 
nificence, self-destroyer,  self-conceited,  self-confident,  self- 
made,  self-regulated,  self-sufficient,  withdrawing,  withdrew. 


82  PREFIXES. 

Our  contract  calls  for  the  very  best  material.  After  the 
machines  leave  our  hands  we  have  no  further  control  over 
them.  They  have  received  orders  to  construct  six  new  ones. 
His  course  has  been  consistent  throughout.  He  is  thoroughly 
competent  to  pass  judgment  on  such  matters.  We  have  been 
p:it  to  considerable  extra  expense  through  this  error.  We 
have  received  several  compliments  concerning  that  last  ship- 
ment. In  general  terms,  the  circumference  of  a  circle  is  three 
times  the  diameter.  Please  forward  these  goods  without  de- 
lay. They  were  formerly  sold  by  weight,  but  are  now  sold  by 
measure.  All  who  have  seen  it  pronounce  it  a  magnificent 
piece  of  work.  People  are  inclined  to  magnify  their  diffi- 
culties and  troubles.  We  guarantee  this  machine  to  be  per- 
fectly self-oiling.  He  seems  to  be  guided  by  self-interest 
only.  Self-protection  compels  us  to  withhold  this  money  un- 
til you  make  out  a  complete  statement  of  the  account. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  83 


LESSON  XVIII 

SUFFIXES. 

J7J. — There  are  eleven  suffixes,  which,  arranged  alpha- 
betically, are  as  follows: 

"BLE." 

J72. — Ble-y  are  indicated  by  B,  when  the  B  cannot 
take  an  L  hook  easily,  joined  to  the  preceding  part  of  the  out- 
line. Sensible  ^ 

"BLENESS." 

J73» — Bleness,  fulness,  iveness,  lessness,  are  indicated  by 
Bs,  Fs,  Vs  and  Ls,  respectively,  disjoined.  Reasonableness 
. -.-./^-N^— -,  carefulness  S~~_V.p_  >  attentiveness  —^—,  thought- 
lessness .„(_*.£?._. 

J74, — The  disjoined  stem,  unless  it  is  the  stem  that  shows 
the  position  of  the  word,  is  begun  as  closely  as  possible  to 
the  preceding  part  of  the  outline,  in  order  that  no  time  be 
lost. 

"EVER." 

J75» — Ever  is  indicated  by  the  v  hook.  The  r  hook  can 
be  made  on  a  curved  stem  for  this  purpose,  and  will  then 
look  exactly  like  a  shun  hook.  Whichever  /,  however 


"FORM." 

J76. — Form  is  indicated    by  a   joined    F.     Inform 
"ING." 

J77. — Ing  is  indicated  by  a  light  dot  opposite  the  end  of 
the  preceding  part  of  the  outline.  This  suffix  is  used  only 
after  half  length  P,  B,  M,  H,  L  and  Y,  and  word  signs. 


84  SUFFIXES 

It  may  also  be  used  after  loops,  instead  of  the  ing 
curl.  Putting  — >v— ,  meeting  .—- *-f-- -,  yachting  _  •* ,  rest- 
ing ^'i  representing  --"'X 

J78. — The  plural,  ings,  is  made  by  changing  the  dot  to  a 
small  circle.  Holdings  ^ 

J79. — This  suffix  is  not  intended  to  be  a  time  saver,  but 
is  used  to  secure  simpler  and  plainer  outlines,  and  should  be 
written  only  in  the  cases  above  mentioned. 

"MENTAL." 

J80. — Mental-ity  are  indicated  by  a  disjoined  Mnt.  Words 
ending  in  mental  will  always  be  in  second  position,  and  those 
ending  in  mentality  in  first  position.  Instrumental-ity  ^  to 

"OLOGY.  " 

J8J. — Ology  is  indicated  by  J,  joined  or  disjoined,  which- 
ever is  most  convenient.  Physiology  _  _y  _ 

"SELF." 

J82. — Self  is  indicated  by  the  s  circle  joined  to  the  pre- 
ceding part  of  the  outline.  Selves  may  be  indicated  by  the 
ses  circle.  Myself __<^__,  herself"^,  themselves  £ 

"SHIP." 

J83* — Ship  is  indicated  by  SH,  joined  or  disjoined. 
Partnership  __t^7___ 

"SOEVER." 

J84« — Soever  is  indicated  by  sV,  joined,  whichsoever  / 
"WORTHY." 

J85. —  Worthy  is  indicated  by  the  stem  DH,  joined  or  dis- 
joined. Praiseworthy  _.V ... 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


85 


READING  EXERCISE. 


2. 


—  H/P 

7—1--  ~ 


jo. 


13 


86  SUFFIXES. 

WRITING  EXERCISE. 

Forcible,  compoundable,  lamentable,  insurmountable, 
insensible,  actionable,  unfashionable,  desirableness,  irascible, 
invincible,  attainable,  reducible,  plausibleness,  sociableness, 
agreeableness,  affableness,  accountableness,  acceptableness, 
manfulness,  peacefulness,  artfulness,  faithfulness,  spiteful- 
ness,  constructiveness,  apprehensiveness,  combativeness,  in- 
structiveness,  painlessness,  gracelessness,  dauntlessness,  in- 
formed, performed,  reformed,  reformation,  padding,  except- 
ing, computing,  abutting,  bidding,  mating,  remitting,  hating, 
costing,  coasting,  roasting,  blustering,  mustering,  clustering, 
requesting,  twisting,  wasting,  objecting,  belonging,  advertis- 
ing, delivering,  changing,  beginning,  questioning,  referring, 
plottings,  heatings,  rudimental,  regimental,  detrimental,  orna- 
mental, mythology,  ornithology,  geology,  theology,  yourself^ 
yourselves,  co-partnership,  ladyship,  lordship,  scholarship, 
whosoever,  unseaworthy. 

He  has  always  been  noted  for  carefulness  and  thought- 
fulness  in  his  work.  We  call  your  special  attention  to  the 
fine  finish  and  general  attractiveness  of  these  goods.  The 
error  occurred  through  the  carelessness  of  the  bill  clerk.  We 
wish  these  strips  made  of  a  uniform  width.  He  is  just  com- 
pleting that  list.  These  castings  were  made  at  the  Phoenix 
foundry,  and  are  superior  to  those  we  have  been  getting.  He 
has  been  assisting  them,  however,  despite  their  denials.  He 
was  instrumental  in  securing  this  change.  They  did  all  the 
work  themselves.  These  goods  cannot  be  surpassed  for  m;  - 
terial  and  workmanship.  We  make  no  exceptions  whatso- 
ever. 


IfESSONS   IN   MUNSON   PHONOGRAPHY.  87 


LESSON  XIX. 

WORD  OUTLINES  IN  GENERAL. 

OMISSION    OF     VOWELS. 

J8fc* — In  actual  reporting,  vowels  are  seldom  written,  as 
the  reporter  has  not  time  to  insert  them.  Unvocalized  out- 
lines, however,  are  not  difficult  to  read,  when  the  foregoing 
principles  are  thoroughly  mastered.  The  position  of  an  out- 
line gives  the  position  of  the  accented  vowel;  and  if  the  out- 
line is  properly  written,  the  number  and  location  of  the  vowels 
in  the  word  are  shown.  So,  the  statement  sometimes  made, 
"in  phonography  only  the  consonants  are  written,"  is  some- 
what misleading;  it  being  nearer  the  truth  to  say  that  the 
consonants  are  written  in  such  a  way  as  to  indicate  the 
vowels. 

VOWELS    INSERTED. 

J87» — But  it  is  often  necessary  to  write  vowels,  and  it  is 
one  of  the  points  of  a  first-class  stenographer  to  know  just 
when  to  insert  a  vowel.  Where  two  words  are  pronounced 
alike,  except  as  to  one  vowel  sound,  one  word,  usually  the 
one  that  occurs  oftener  in  common  speech,  should  regularly 
be  written  unvocalized,  and  the  other  word  always  have  the 
distinguishing  vowel  written.  This  is  especially  important 
when  one  word  begins  with  a  vowel  and  the  other  with  a  con- 
sonant. Proper  names,  technical  terms,  foreign  expressions, 
and  words  that  are  unfamiliar  to  the  writer,  or  seldom  occur 
in  his  work,  should  usually  be  vocalized.  Proper  names  are 
vocalized  in  full;  other  words  take  only  the  accented  vowel, 
or  the  vowel  that  distinguishes  the  word  from  another  word 
of  nearly  similar  pronunciation.  The  student,  therefore,  has 


88  WORD  OUTLINES  IN  GERERAI,. 

not  learned  the  vowels  only  to  drop  them;  they  are  written 
whenever  they  are  absolutely  necessary  to  the  legibility  of 
certain  outlines — and  the  outlines  of  all  words  should  be  so 
chosen  as  to  indicate  the  vowels. 

CHOICE    OF    OUTLINES. 

J88. — There  are  many  words  in  writing  which  the  writer 
has  the  choice  of  several  outlines.  His  choice  cannot  be 
made  solely  upon  the  consideration  of  brevity;  the  legibility 
of  the  outline,  its  dissimilarity  to  the  outlines  of  all  other 
words,  and  its  general  resemblance  to  the  outlines  of  the 
words  with  similar  derivation,  must  also  be  taken  into  ac- 
count. Very  frequently  the  best  reporters  deliberately  choose 
longer  outlines,  to  avoid  illegible  or  difficult  outlines. 

DERIVATIVE    OUTLINES. 

J89. — There  is  great  difference  of  opinion  as  to  the  best 
way  to  write  words  having  a  common  derivation;  some  writ- 
ers insist  upon  having  a  family  resemblance  among  all  the 
outlines  of  the  words  belonging  to  the  same  group,  while 
others  write  each  word  in  the  language  with  the  most  con- 
venient outline  for  that  \vord,  without  reference  to  the  out- 
lines of  the  other  words  having  the  same  derivation.  Doubt- 
less, the  best  course  lies  between  these  two  extremes. 

COMMON    INITIAL    AND    FINAL    SYLLABLES. 

J90. — It  will  be  of  great  assistance  to  the  student  to  no- 
tice the  most  commonly  occurring  syllables  found  in  the 
words  of  every  day  use,  especially  initial  and  final  syllables, 
and  as  far  as  possible  in  his  writing  indicate  the  same  sylla- 
ble with  the  same  sign.  The  list  given  below  will  repay  care- 
ful study. 

J9J» — Special  attention  is  first  called  to  the  following 
final  syllables: 

"LY." 

J92. — When  final  ly  is  immediately  preceded  by  a  conso- 
nant written  with  a  stem  sign,  the  /  is  indicated  by  the  / 


LrESSONS  IN  MUNSON  PHONOGRAPHY.  89 

hook  on  that  stem.  When  ly  is  immediately  preceded  by  a 
vowel,  the  stem  L  should  be  used;  when  L  cannot  be  joined, 
some  writers  disjoin  it,  while  others  join  the  down  stroke. 
After  an  s  circle  indicate  ly  by  an  upward  or  downward 
stroke,  whichever  is  most  convenient.  Doubly  \  ,  daily 

|^-.,     urgently    __,>?*£ _^f~*__,  closely  ^_f 

"RY." 

J93. — Final  ry  is  frequently  indicated  by  the  r  hook,  but 
more  generally  by  R.  Mystery  ..^7?) ,  complimentary'^^'- 

"TY." 

J94. — The  ending  ty  can  frequently  be  expressed  by  omit- 
ting the  y  and  indicating  the  t  by  halving  the  preceding  stem. 
The  ending  ability  is  regularly  indicated  by  Bit.  Activity 
—s-fr—,  reliability  ~-c/^ — 

"TURE." 

J95. — The  final  syllable  ture  is  regularly  indicated  by  the 
ster  loop,  the  ter  hook,  or  doubling,  without  any  at- 
tempt at  vocalization.  Texture  \_^,  culture  =-+^,  venture V 

J96* — The  n  hook  is  used  in  thereon  and  therein     C 

V 


90 


WORD  OUTLINES  IN  GENERAL. 


READING  EXERCISE. 


v ^[ 

x*      -•    tf  j       ] 
5___j__ .  _.   :i :'i____^:__fr  ^__ 

^      T 
s >. sL>__ 

~~^tf~6~ 
9        [i 

10.J 

11... 


:\. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  91 

WRITING  EXERCISE. 

Likely,  manly,  chiefly,  seemingly,  sundry,  cookery,  Mont- 
gomery, liberty,  moisture,  texture,  structure,  lecture,  forfeit- 
ure, adventure,  antipodes,  calculation,  caliber,  calumny, 
carbonic,  cartridge,  circular,  serpentine,  chronometer, 
collision,  Columbia,  cork,  corpulent,  correspondence, 
countermand,  countermarch,  cutting,  cutlery,  delegation, 
delicate,  fervor,  furniture,  furthermore,  hydrophobia,  intend- 
ed, intense,  intercede,  interlock,  interpret,  interstices,  inter- 
national, paragraph,  parchment,  parquet,  partake,  perceive, 
percolate,  perfect,  perjure,  permeate,  pernicious,  perplex, 
person,  quadruple,  relate,  release,  relevant,  relinquish,  relish, 
supervise,  supremacy,  superfluous,  suspect,  susceptible,  un- 
derground, underwent,  undersized,  valve,  valuable,  verdant, 
verify,  versatile,  vulcanize,  vulnerable,  criticise,  occultism, 
fatherhood,  native,  locomotive,  octave,  periodical,  thermom- 
eter, gasometer,  apparent,  adherence. 

REVIEW  WRITING  EXERCISE. 

Positively,  slightingly,  lonely,  savingly,  treachery,  finery, 
locality,  credibility,  pasture,  picture,  departure,  feature,  curv- 
ature, antedate,  antagonist,  incalculable,  calisthenics,  car- 
bine, carmine,  circulate,  serene,  Christmas,  chronology,  col- 
loquial, cordial,  cornet,  corduroy,  corrupt,  countersign, 
counterpart,  cutlet,  cuticle,  deliberation,  delinquency,  furbe- 
low, further,  hydrographic,  hypothecate,  intention,  intoler- 
able, intercept,  interpose,  interrogate,  intersect,  introduce, 
parcel,  parlor,  parsimony,  partial,  perceptible,  percussion, 
perfume,  permanence,  permissible,  perpetrate,  persist,  quad- 
rant, relapse,  relax,  relent,  reliable,  relic,  reluctant,  superb, 
superfine,  superinduced,  superstitious,  suspense,  suspicion, 
undersigned,  understanding,  value,  valentine,  valedictory 
verbal,  verdict,  vertical,  version,  volume,  vulgar,  precise, 
criticism,  Buddhism,  motherhood,  relative,  indicative,  radical, 
particle,  barometer,  lactometer,  disappearance,  clearance. 


92  WORD  OUTLINES  IN  GENERAL. 

He  has  the  ability  to  express  his  ideas  briefly  and  clear- 
ly. Nearly  all  the  refineries  in  the  country  have  bought  our 
machinery.  Our  calculations  were  based  on  our  getting  this 
material  from  you.  Our  correspondents  in  your  city  are 
Messrs.  Jones  &  Smith.  It  is  a  delicate  question  and  must 
receive  due  deliberation.  You  can  exercise  your  own  judg- 
ment and  good  taste  in  making  a  selection.  There  is  no  like- 
lihood of  a  change  being  made.  Appearances  are  all  in  its 
favor. 


IvESSONS   IN    MUNSON    PHONOGRAPHY.  93 


LESSON  XX. 

CONSONANTS  OMITTED. 

J97« — Many  omissions  are  made  in  writing  the  outlines 
of  words,  where  they  make  outlines  shorter,  or  less  difficult, 
and  do  not  interfere  with  legibility.  The  following  omissions 
can  be  made  regularly: 

K  AND  G. 

J98. — K  and  G  are  omitted  after  NG,  when  the  K  or  the 
G  is  not  the  final  sound.  An  initial  hook  that  would  natur- 
ally come  on  the  K  or  G  falls  back  on  the  NG.  Angle  ^ 

T. 

J99. — T  after  s,  at  the  end  of  a  syllable.  Thus  permit- 
ting many  outlines  to  be  written  with  an  s  circle  which  would 
otherwise  require  the  st  loop.  Postpone 

p. 

200. — P  after  M — where  the  P  is  scarcely  pronounced, 
and  the  legibility  of  the  outline  is  not  marred.  Presumption*^^ 

N. 

201. — N  before  Jr.  The  N  stem  is  awkward,  and  the  n 
hook  impossible,  before  the  r  hook  on  J.  Stranger  % 

N   is   also    usually   omitted    before    the   final    syllable    ment. 
Assignment  _  'I 

M. 

202. — M  before  Pr  and  Br.      Temperance       I 

-*  ----  rv -»"  — 


94  CONSONANTS  OMITTED. 

OMISSION  OF  HOOKS. 

203. — Hooks,  initial  or  final,  are  frequently  omitted 
whers  their  joining  is  akward  or  impossible,  and  the  omission 
of  the  consonant  represented  by  the  hook  does  not  mar  the 
legibility  of  the  outline.  Identical  ^\_^ ,  landlord  £< 

OMISSION  OF  -TIAL-LY. 

204. — The  outlines  of  words  ending  in  ential-ly  regularly 
end  with  the  n  hook,  the  final  syllable,  or  syllables,  being 
omitted.  Essential-ly  •)• 

PECULIAR  FORMS. 

205. — Attention  has  already  been  called  to  the  fact  that 
shorthand  has  its  practical  side  as  well  as  its  theoretical  side. 
The  following  irregularities  arise  from  the  effort  to  secure 
rapid  and  easy  outlines. 

206. — It  is  customary  to  write  L  after  M,  and  L  after  N. 
Mail  ^y",  naiiy 

207. — The  y  sound  is  frequently  omicted  in  to,  ia,  ie,  etc. 
Savior  J^,  senior  -»-- 

208» — The  requirement  that  a  circle,  a  final  book  or 
halving  must  not  occur  in  connection  with  two  concurrent 
vowels  is  often  slighted,  and  the  outline  written  for  a  single 
vowel.  Serious  --^-—,  various  \^_^- 

209. — After  the  s  circle,  write  L  or  L,  whichever  is  most 
convenient.  Senseless  ^ ,  senselessly  y°  ,  muscle 


2JO.  —  CH  is  sometimes  used  for  the  sake  of  rapidity, 
where  a  word  really  calls  for  a  T  stroke.  Likewise,  J  may 
be  used  for  D.  Century**!^'  ,  statuary  j^'  ,  procedure  ~^-- 


211.  —  Occasionally  final  SH  is  written,  instead  of  SH, 
especially  if  it  keeps  the  outline  from  going  too  far  below  the 
line.  Sea  fish 


2J2. — Very  common  words  may  take  shorter  outlines  than 


IvKSSONS   IN   MUNSON   PHONOGRAPHY.  95 

they  would  have  if  they  occurred  less  frequently.  Warrant 
^  ,  value  C_»__,  handkerchief  ^ 

2J3. — Compound  words  are  frequently  disjoined.  Hand- 
breadth  ..f..^.... 

2J4. — Sometimes  the  hook  in  a  primitive  word  must  be 
replaced  by  a  stem  in  a  derivative  word.  Refund  X%  refund- 
ed __/^y^  ..,  serf  &^>,  serfdom  ...^XV 

2J5. — Words  pronounced  alike,  or  so  nearly  alike  that 
they  would  have  the  same  outline,  sometimes  have  different 
outlines  for  the  sake  of  legibility.  Marked  Oc^~  ,  market 


2J6. — The  words  now  and  new  are  written,  the  former 
with  the  first  half  and  the  latter  with  the  last  half,  of  the 
diphthong  sign  joined  on.  Many  writers  write  the  final  sylla- 
bles new,  nue  with  the  tick  added.  Now  ?_.>  new  — <^s — > 
renew  ->^^— 

2J7. — The  stems  for  F,  V  and  N  are  frequently  made  in- 
stead of  hooks,  where  the  hook  would  make  a  bad  joining. 
Revenue  ^\^^ 

2J8. — A  difficult  joining  is  sometimes  avoided  by  break- 
ing the  outline,  completeness 

~\. • 

S" 

219.— It  is  difficult  to  make  Ft,  Fr,   VI  and    Vr   after    K, 

G,  R  and  N,  and  in  many  outlines  it  is  preferred  to  make  the 
/  hook  followed  by  R    or   L.     Reverse  >^  ,   rifle 


220. — The  endings  Her,  rior  and  rer  are  frequently  indi- 
cated by  R-R.  .  •>/ 

221. — A  longer  outline  is  often  preferred  to  a  shorter  one 

i— y 

when  the  shorter  one  is  difficult  to  make.      Candle        ' 

222. — The  brief  w  can  be  used  for  the  syllable  way. 
Stairway  *\__,  headway  ^ 

223. — A  final  r  sound  after  a  ses  circle  is  usually  repre- 
sented by  R.  Successor  °-^ •,  possessor  ~^/ 


96 


OillTTED. 


READING  EXERCISE. 


--—  6— -•-- 


3__          _.«v.       __i.  _. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  97 

WRITING  EXERCISE. 

Angle,  triangle,  shingle,  anxious,  hunger,  winked,  sanc- 
tify, sanction,  sanctimonious,  ranked,  breastplate,  trustworthy, 
testament,  alien,  convenient,  congenial,  companion,  bullion,, 
billion,  brilliancy,  emollient,  radius,  copious,  previous, 
previously,  furiously,  oblivious,  curiously,  devious,  impervi- 
ous, miscellaneous,  missile,  rehearsal,  revolution,  river,  re- 
flection, refrigerator,  exterior,  carrier,  furrier. 

Please  make  the  next  lot  stronger,  double  thickness,  in- 
stead of  single,  if  necessary.  We  have  testimonials  from 
hundreds  of  people  who  have  tried  these  goods.  Please  drop 
us  a  postal  card  as  soon  as  you  arrive  there.  This  is  only  a 
temporary  arrangement.  They  acted  promptly  in  this  case. 
It  is  a  dangerous  proceeding.  They  are  so  nearly  identical 
that  they  are  essentially  the  same.  It  was  a  great  disap- 
pointment to  me.  It  is  arranged  to  act  instantaneously. 
These  goods  take  a  brilliant  polish.  This  fact  is  obvious  to 
all  observers.  We  are  certain  that  none  of  our  rivals  can 
give  you  better  or  cheaper  goods.  You  must  not  associate 
our  goods  with  those  bearing  a  similar  brand,  made  simply  to 
sell. 


98  LIST  OF  WORDS  DISCRIMINATED. 


LESSON  XXI. 

LIST  OF  WORDS  DISCRIMINATED. 

224. — The  student  has  already  discovered  that  there  are 
many  sets  of  words  which  have  not  only  the  same  outline, 
but  are  written  in  the  same  position.  In  the  most  cases  this 
will  not  cause  any  trouble  to  the  stenographer,  as  he  can 
nearly  always  rely  upon  the  context  to  indicate  which  word 
is  intended.  But  where  one  or  more  words  in  such  a  set  are 
very  common  words,  or  are  enough  alike  in  meaning  to  be 
confounded,  it  is  necessary  to  make  some  distinction  in  the 
outline  of  the  words.  Such  distinction  may  be  made  in  one 
of  three  ways — by  writing  one  or  more  words  of  the  set  out  of 
position,  by  inserting  a  distinguishing  vowel,  or  by  giving  one 
of  the  words  a  different,  even  if  a  longer,  outline.  It  is  also 
necessary  to  notice  other  sets  in  which  the  words,  although 
having  different  outlines,  will  look  dangerously  alike  when 
badly  written.  In  such  cases  it  is  best  to  change  one  of 
the  outlines  so  that  it  will  look  as  dissimilar  to  the  others  as 
possible. 

225. — The  following  list  includes  nearly  all  the  distinc- 
tions that  the  student  will  find  is  necessary  to  make.  He  can 
add  to  it  as  experience  suggests  and  his  work  requires. 

REGULAR   AND    OCCASIONAL    DISTINCTIONS. 

The  distinctions  in  the  following  list  are  "regular,"  in 
the  fact  that  they  must  always  be  made.  It  is  absolutely  neces- 
sary, therefore,  that  the  student  memorize  the  entire  list. 

Special  attention  must  be  called  to  the  fact  that  there  are 
many  distinctions  which  must  be  made  on  special  occasions. 
There  are  many  words  which  ordinarily  give  no  trouble,  but 


LAWYER 

IALLAS,  TEXAS 

L/ESSONS   IN    MUNSON   PHONOGRAPHY.  99 

which  on  some  special  occasion  occur  in  connection  with 
some  other  words  with  which  they  will  be  hopelessly  con- 
fused, unless  vowels  are  inserted.  Under  ordinary  circum- 
stances words  with  totally  unlike  meanings,  even  though  they 
may  have  similar  shorthand  outlines,  are  in  no  danger  of  be- 
ing confounded,  and  may  safely  be  written  with  the  same  out- 
line. But  sometimes  the  sense  of  the  matter  being  dictated 
is  so  peculiar  that  some  very  curious  conflicts  may  arise.  Mr. 
Thomas  Allen  Reed,  the  greatest  English  reporter,  tells  of  a 
lawsuit  he  reported  in  which  a  minister  was  being  sued  for 
fishing  on  private  grounds,  and  in  several  places  in  his  notes 
he  was  unable  to  determine  whether  the  minister  fished  or 
officiated.  It  is  one  of  the  marks  of  a  first-class  stenographer 
to  be  on  the  lookout  for  these  conflicts,  and  to  be  ready  to  in- 
sert vowels  whenever  the  sense  of  a  sentence  is  in  danger  of 
being  lost. 


100  LIST  OF  WORDS  DISCRIMINATED. 

DISTINGUISHED  WORDS. 
Abandoned   . . J. Abundant \,.__ 

Account ___~r7Tl_-.  Count 71 

Adverse J Diverse ...^  — 

Administration-l— v^p-Demonstration—  U»  - 


Af-firm V    _. 

V * 

Amiable A. .Humble A... 

Apportion — —^ Portion _-A_.  ...Operation 

_  o 

Approbation  — A^..  Probation ...\__._  Prohibition  .   —  -\_ 

Appropriation..'\~     __  Proportion <\  ..__ Preparation 

Assured i± — Shrewd .. 

Attainable J Tenable ..I      ..... 

y    -> 
Avocation  ... Vocation x o 

Before .__\> Above ___\ 

Birth _.V(_-. Breath -.'X  ... 

Bright _..^ Broad .^ 

•a 
Causation  ... Accession  .  . . 3 — Accusation  . 

Collision Coalition (P. — Collusion  ... 

<•  ~> 

Corporal _/:_ —  Corporeal  ....  !77\x^- 

—  ~f 

Cost r~  Caused __!_... 


Crammed  .... Cramped 

Domination  .  .  -I— x_p  —  Dimension   .. 

J  I  I/ 

Daughter __. Auditor -.^ Auditory ___ 

Doubter Debtor —  _J Editor 


-s--- 


LESSONS  IN  MUNSON  PHONOGRAPHY.  101 


Decease I- Disease 

Deduct I Dedicate.  . . 

Devise ___!^— .  Advise. . ... 

Endless ^ —  Needless  . . 

Extensive. . . .  .-I—Tx.  .  Expensive. 

Favored __V~. Favorite.  . 

Fierce __V  —     _.  Furious 


Find --         ..Found 

Formal-ly Formerly. 

Full _--Q_— .  Fully 

Garden Guardian. , 

Gentleman Giant 


Gentlemen  . . </— 

Gentlemanly  ..—-£—  Gentle w. Genteel 

e— I  e-y 

Gradation. . . . u —  Graduation 6 

Hold -CS—  -Held 

Idleness --/- Dullness __  J 


TT     _     .3    _   A     _    j*  I  I 


Indebted _-J3 Undoubted Undated. 

"~U 

Indefinite ^L^  _  Undefined 

Indication ~^?---  Induction _J_D__. 


Inevitable -V^W Unavoidable  .. 

^ 
Ingenious  ....--^7 Ingenuous  £-. 

Cj  ) 


102  LIST  OF  WORDS  DISCRIMINATED. 

Innovation  . . .  .^T^T^o.  Invasion  .... 

Interested  . ..Understood. . 

Island..  __Land 


Materially    _^-_  Maturely. . . . 

Melt __x-<__  Mold 

Migrate Emigrate —^~^--- Immigrate 

Mission ....^...  Machine 

Missionary -^-px— Machinery 

Month --^— Min'ute — ^f —  Min  ut6 

Mrs .-^\  — Misses -^- — 

Nobody — ^^^  —  Anybody  ....  x— 

Occupy Copy 


Older .J/l—  Elder £l~  Later.., 

\ 
Partner    — „._- Part-owner  .. . 

Patient .„. NJ. Passionate  . . 


Pattern ...Y Patron — V 


/> 
.__. 

Pertain  ........  ____\_._.  Appertain  -----  _\X1... 

Poor  .........  __\^  _____  Pure  .........  ..N 

Proifer  .......  ___.  ____  Prefer  ........  _!\ 


Prominent  -----  :C^r_--  Permanent  .  .  .  -V-^—  -Preeminent.  .  .  ..' 

r\. 

Promise  .....  .__jT?—  .Premise  ......  ----  ."  — 

V(\ 
__  Proportionate  __!v.  ---- 


IvESSONS   IN  MUNSCN  PHONOGRAPHY. 


103 


Separate __JN Spread    . 


Traitor 3 Trader 

Thereunto l 

Turn 

Wholly __^7___ 

Available  ....-->> Voluble. 

Herewith ~v/T — 

Women . 


V- 


-V 

-V- 


104  LIST  OF  WORDS  DISCRIMINATED. 

WRITING  EXERCISE. 

There  is  abundant  proof  that  he  abandoned  his  post  of 
duty.  He  has  given  a  demonstration  of  his  abilities  in  the 
administration  of  this  estate.  This  matter  has  been  in  the 
course  of  preparation  for  a  long  time.  With  this  device  you 
can  produce  the  best  results  attainable.  The  various  parts 
seem  to  be  out  of  proportion.  The  collision  was  caused  by 
negligence.  The  bill  will  have  to  pass  through  the  auditor's 
hands  before  it  can  be  paid.  It  is  needless  to  comment  on 
his  endless  errors.  They  have  some  very  gentlemanly  agents. 
In  such  matters  experience  is  the  best  guide.  All  the  indica- 
tions point  to  an  indefinite  postponement  of  the  matter.  His 
excuses  were  ingenious,  but  not  ingenuous.  We  understood 
that  he  was  interested  in  this  enterprise.  What  is  anybody's 
business  is  nobody's  business.  Some  parts  of  that  machine 
are  very  minute.  Most  of  our  patrons  prefer  this  pattern. 
We  guarantee  these  goods  to  be  absolutely  pure.  He  seems 
to  prefer  to  pursue  the  wrong  course.  He  stands  preeminent 
in  his  profession.  He  seems  to  be  permanently  settled  there. 
He  is  one  of  the  prominent  citizens  of  his  town.  The  property 
is  worth  more  than  he  gave  for  it.  They  propose  to  boom 
home  productions.  This  is  not  intended  as  a  reflection  on 
his  character.  I  propose  to  support  him  in  his  present  pur- 
poses. It  will  require  a  separate  compartment  for  the  stow- 
age of  these  goods.  The  report  spread  with  amazing  rapidi- 
ty. It  is  his  turn  to  attend  to  this  matter.  We  have  all  the 
men  available  at  work  on  this  job.  That  valuation  is  too 
high,  but  it  is  valuable  property.  There  are  genuine  Persian 
rugs,  of  pleasing  patterns  and  harmonious  colors. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  105 


LESSON  XXII. 

WORD  SIGNS  AND  CONTRACTIONS. 

226* — The  following  list  of  word  signs  and  contractions 
is  simply  a  general  list  of  such  abbreviations  as  every  sten- 
ographer has  occasion  to  use.  Each  stenographer  will  add 
to  this  list  according  to  the  requirements  of  his  particular  line 
of  work.  The  stenographer  can  safely,  and  for  the  sake  of 
speed  he  is  often  compelled  to,  make  word  signs  for  all  com- 
monly occurring  words  and  phrases  peculiar  to  his  work. 
The  office  amanuensis  will  find  it  a  great  convenience  to  in- 
vent word  signs  for  the  names  of  the  articles  of  merchandise 
and  for  the  mercantile  expressions  that  are  used  in  the  office 
where  he  is  employed. 

227. — The  S  circle  may  be  added,  or  an  S  circle  changed 
to  a  SeS  circle,  on  a  contraction,  to  indicate  the  plural  or  the 
possessive  case  of  a  noun;  also  the  third  person,  singular, 
present,  indicative  of  a  verb.  Part-s  \\>  ,  defendant-s  \  \>, 

come-s  _ 

228. — The  same  form  is  generally  used  for  adjectives  and 
adverbs  where  the  latter  adds  ly  to  the  form  of  the  adjective. 
General-ly  </ 

229. — Final  ly  is  usually  disjoined  after  adverbs  derived 
from  words  which  are  represented  by  a  word  sign.  Similar-ly 

~  "<f^>      US*    ~ 

230. — Word  signs  can  be  used  in  the  formation  of  the 
outlines  of  compound  words;  and  when  the  word  sign  is  the 
first  part  of  the  outline,  it  usually  governs  the  position  of  the 
outline.  Overrule 


106  WORD  SIGNS  AND  CONTRACTIONS. 

LEARNING    THE    CONTRACTIONS. 

Although  this  list  of  contractions  is  marked  Lesson  XX, 
it  is  not  best  for  the  student  to  confine  his  study  to  the  con- 
tractions until  they  are  all  learned.  Most  students  will  profit 
at  this  point  by  a  review  of  the  previous  lessons,  and  the 
contractions  may  be  memorized  gradually,  say  a  page  a  day, 
while  the  review  is  going  on.  A  review  will  be  specially  in 
order,  if  the  student  has  gone  very  lightly,  or  skipped  alto- 
gether, over  the  contractions  and  the  sentences  given  in  the 
Writing  Exercises  of  the  preceding  lessons.  Careful  and  re- 
peated practice  of  the  sentences  will  be  most  excellent  prepar- 
ation for  the  next  subject — Phrasing.  If  the  student  has 
thoroughly  mastered  everything  up  to  this  point,  he  may  pro- 
ceed with  the  following  lessons,  learning  a  certain  number  of 
the  contractions  each  day. 

Some  learners  will  find  memorizing  the  contractions  very 
easy;  they  will  make  stenographers  who  can  use  all  the  "short 
cuts."  Other  students  will  find  learning  the  contractions  a 
very  difficult  task.  The  task  may  be  made  easier  by  memor- 
izing the  sentences  in  the  Writing  Exercises  that  contain 
contractions,  and  by  composing,  for  speed  practice,  short 
sentences  containing  the  other  contractions — it  being  easier 
to  learn  any  outline  in  connection  with  other  outlines  than 
when  standing  alone. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  107 

CONTRACTIONS. 


According  ......  ___T_—  Angel  ........  .  ___  /?__  Awful  .......... 

Accordingly  -------  T  ___  Angelic  ........  __^___  Awfully  .......  ___  _ 

Acknowledge  ----------  Angelical  ......  .</?.__ 

Acknowledged  -------  Another  .......  ^1^1  _.  Bankrupt  ...... 

Acknowledging..  __•  ____  Antagonistic  .  .  _  .  _  „  _  .  .Bankruptcy  ------  s-^  _ 

Acknowledgement..--  ___  Any  ...........  ______  Baptism  ........  __O._. 


Advantage --/——  Archangel ___^._ -Because 

Advantageous  . .'-./. Archbishop -^7—  Become. 


/. 

)  ~\\ 

Advantageously  --/_—_  Architect-ure  ----      |-  .Became 

Advantageousness.—  /_  ____  Architectural  .  ._^\__^_.  Becoming  .....  - 


__l 
s\ 


--^—. 


Disadvantage  .  .__l  ----  Aristocracy-tic  .__^___.  Becomingly  ...- 

.      . 


Advertise  .  .  .         ______  Artificial  ......  _.      .  -Before  .........  —  N»  — 


I 

Advertised  ......  -------  Artificially  -----     _____  Beforehand  _____  \ 

I  o    " 

Advertising...  —  ^_-As  ............  -------  Began  ......... 

Advertisement.  ________  Astonish-ed  -----------  Begun  ........  — 


Advertiser --^—Astonishing. . .  ___ ——.Begin 

Almost Astonishingly Beginning 

Already Astonishment  . Beginner \. 


Altogether Awe Belief-ve __A~__ 

1 

Among --^,—  -Awed —  -—Believed „ 

Amongst ^>-__Awing    ---.Believing — .^____ 

\_ 
An-d ---   -—Awestruck  . Believe-able -V— 

Assemble  -ly -  J-^  -  -Assembled _-)—*-.  -Assembling .^-. 


108 


WORD  SIGXS  AND  CONTRACTIONS. 


Disbelief 

Unbelief 

Believer 

Belong 

Belonged 

Belonging 

Beneficial 

Beneficially  . .  . 

Benignant 

Between 

Beyond 

Bishopric - 

Brethren - 

Brother 

Brother-in-law 

Business 

But.. 


S 
\ 


C 


J- 
r 

i 

..V- 


V 
.A... 


Cabinet .._> 

Can __~_. 

Capable -_7\ 

Capableness. .  —~^ 

a — .. 

Consequent 


..  Incapability  . . ^r 

..Incapable _~-_> 

Captain j 

.  Ciireful-ly __  T 

..Catholic  , 1 

.  -  Celestial-ly &__ 

..Certificate --^r- 

_  Change __/.. 

-  Changed _  £. 

-.Changing /_. 

.  .Changeableness  .  ^/. . 

V) 

--Exchange .__~Zt 

-Unchangeable. __^- 

- -Interchange  .. / 

-Characteristic  -~^_^ 

-Charge 

-Charged ____' 

Charging __j._ 

-Chargeable. . . . \. 

--Discharge __.i_ 

-Children .__/"_. 

Christian 

—Consequently L. 


Christianity.  . 

\.  Christianization._ 

__  Circumstance 

. .  Circumstantial 

-.Citizen __ 

.  Collect -c. 

-.Collected _!: 

..Collecting _<^ 

.-  Come — 

( 
_  Consequence. . 

..Contingency 1- 

..  Controversy  .  . 

.-Correct _,. 

f 

--Corrected -171 

Correcting ^ 

Correctly c ' 

r 

Correctness c ^ 

Incorrect -... 

^^ — 

Could --_ 

—3 

County - 

Crossexamine. . 

c— <r> 
Crossexamined 

.-Consequential — o_. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  109 

Crossexamining  -------  Developing  .....  _.L_...  Distinguish  ______  !_--  ____ 

Development  .  ....  L    _.  Distinguishing  _____  I-  ____ 

December  .......  _J-s  __  Undeveloped.....^^--^©  ............  ___  I  _____ 

1 
Defendant  .....  ___  I  ___  Did  ............  _      i  ____  Doctor  .........  ______ 

I 
Degree    .......  _______  Differ-ence-ent.  __  I  ___  Doctrine  .......  ____  H  _____ 

Deliver  ........  __.r..__  Differed  .......  _______  .Dollar  ..........  _______ 

t 

Delivered  ......  ___r__  .Differing  ......  .___j____  Domestic  .......  UB=_. 

Delivering  _______  |\__.Differs-ences  .  .  ____  i  ____  Domesticate  _____  Hr=— 

Delivery  .......  __.[.  ...Differential  .  .  .__l^L_  During  .........  —  ]  _____ 

Deliverance  .  .  .  ---J--  -Indifferent  ----  ___^Tl__.  Dwell  ..........  ---f  ----- 

Deliverer  ......  —[.-__  Difficult-y  .....  ...^  _____  Dwelt  .........  _--J-. 

Redeliver  ......  ~-/\  ___  Difficultly  --------  ^'-Dwelling  ......  —  J  _____ 

Redelivery  ____  _^xf__.  Dignify  .......  _   i  ______  Dweller  .........  -L  ---- 

Delinquent  ----  ___  P...Dignified  ......  __|  _____ 

14-  ^ 

Democracy-tic  _________  Dignifying  ..  .  .._  I  ____  Effect  .........  .-S  ------ 

Democrat  .....  ..t-^  ...  Dignity  ......  __L._"_  Effected  .......  -^  --  ,— 


Describe  ........  _______  Discriminate  .  ..  |--^-  -  Effecting   .....  -    _____ 

b  —  '   ** 

Described  .....  ________  Indiscriminate.        ^_  Effective  .....    -^  --  ,—  - 

L 

o  --  ^  —  I 

Describing  ------------  Distinct  .......  ...I  ____  Endeavor  .....  -- 

Description  .....  _.      __  -Distinctness  -----  Lp—  -  Endeavored  -----  ^r^-__J 

O 

Develop  .......  .._L  —  Indistinct  .....  -------  Endeavoring  .  .  ,_Tl  ____ 

Developed  ......  --l^-  —  Indistinctness^  ___  ^_  Especial-ly  ------  X.  ---- 

•Electric  ........  _.C  ---  Electricity  ......  ...C*— 

Danger  ...........  ___  I—  Electrical  -1y...  .£-,-_—  -Electro  ..........  ...C  ____ 


110  WORD  SIGNS  AND  CONTRACTIONS. 

Descriptive — <^\>_  -Equality — - •--- — Go 

Establish __- \_--  February ....V_^-- Frequented 

\ 

\v>— x 
--Financially .-Frequenting _ 

Establishing \ First --^...Frequently  ......    ^-_ 

Establishment v^-..  Firstly _--k£T__  Infrequented 

I 
Evangelical V^_^  _  For -A Unfrequented  .._+** 


Ever — V, Form -        --From ..0. 

Executrix .— ° °  -Formed - 

Experience -°\ — Forming? --        ---Gave 

Experienced £\-— Formation ..Ao-.-General-ly .'—<JL 

Experiencing..-.^ — Inform Generality.  ..._ 

Inexperienced ^..---Information  . .  --   r^>  -  Generalize  .  .  — 

Extraordinary -^-Informer Outgeneral -;/-- 

Extraordinarily-      --Informal ^--Generation 6— . 

•«* "\     

Informality ] -Degeneration 


Fact Uniform -,/r: Regeneration. .  ,/ 

Familiar ^_  i^_^__ -Uniformity f~ Gentleman fl. 

Familiarize u^._. Perform —  \| — Gentlemanly 5^--. 

<\  ^-//^ 

Familiarized  . .  _  i Performer ---V^^-.Ungentlemanly.-rL 

Familiarizing  .  _^_.^_- Reform --        ^-Gentlemen  .'. . </ 

Familiarly i._^^  Reformation  .  .-X^o.  Give-n 


Unfamiliar ^=-^^_  Found _-,-_-. Govern 


Familiarity  . . . Frequent —  „  .--Governed. 


or 


L/ESSONS  IN   MUNSON   PHONOGRAPHY. 


Governing  ...  ---  a  —  Healthiness  .  .  .  —  -V_p.  Hereby  ........  ___  tx 

Governable  ------  TTS  -.Unhealthy  .  .  .  —  ^J  (-  Herein  ........  _____  r\__ 

Government..  --  f>  ____  Hear  .........  —  r\  --Hereinafter  .  ...__-N 

v 

Governmental  ___  a^>  ..Hearing  .......  ---^--.Hereinbefore  -----  r\^ 

.  _  V  .  V 

Ungovernable  ..     T\  Heaven  .......  ---->^---Hereon  ........  _.TN 

Governor  .....  -TTX  —  Heavenliness  .  -S,-  Hereto  .........  ----  -.. 


Great  Britain  —  <^\  ...Heavenly  ------  *X^--  Heretofore  ..... 

,  V- 

Heavenward  .  —  v    --Hereunto  ...... 


Had  . .  -Held  . .  ..Him _i 

CN 

Half — „___  Help — /C\.  Himself .../- 

Halve --^---Helped _../2i._  His 


Halved —        --Helping.    £\- History _„/:.. 

Halving --         --Helpful __^X.._  Historian ._.yfl. 


Has Helpfulness  . .  ~£1\,  —  Historic 

( 
Hath -         --Helpless -  C\C-  Historical _?_ 

\or  , 
Have ._„ Helplessness  . ._  Ov^T-Home 


Having  ......  _r^__-Her  .........    __r^.__  Homeliness 

°r  -x 

He  ...........  -i  -.^.Herself  .......  ----  a  —  Homely 


Health-y  .....  -'  v    ...Here  .........  —r^  ...  Homeward  .....  ..  i 

Healthf  ul-ly  .  .  .^-  ----  Hereabout  .....  --^v-- 


Healthfulness    -       --  -Hereafter 


Healthily  .....  .Lv.  ._  -Hereat  .......  —- 


Horse...  --Horseman  ...... 


112  WORD  SIGNS  AND  CONTRACTIONS. 


Immediately  .  .  ____  _/-:  Intelligence  ______     _  .  .  Largely 

Immediateness  __         Intelligibility  ___  J7_  _  Largeness  ..... 

^5""  t  n 

Importance-t  .  .  __rit\  _  Intelligible  .  .  ....  .^._  _  Enlarge  ........  ___  ~___ 


Importantly  ..  ...T^C.Intelligibleness.-^---  Legislature  _______  f7_ 

v 


Unimportant  ..  .^rrTT^.Intelligent  .  .  _____  ^__.Length-y  ......  ____  _A 

Indignity  ......  .      ____  Intelligently  .  ---  c^Tl-Long  ..............  >rl_ 

Indispensable-y._.Tb..Intellect-ual  ------  L  ____  Longer  .......   ____  Sr'. 

Infer  ..........  _^T\__.  Interrogatory  _________  Longest  ...........  __>^L. 

Inferred  .......  _.^\._.Is  ...........  ________  Long-hand..  ______ 

Inferring  .....  _^r^._. 

Inferable  ......  ^\___January  .....  _______  Malignant  .  . 


Inferential  . . .  .^Txxl_  Junior 7 Malignantly. 

Influence ->— v-_  Jurisprudence  .  _^2 Malignancy  . 

Influenced >^V---  Manufactory  . . 

Influencing .v^^_. Kingdom Manufacture  . 

Influential  .          TI\:>  ..Knew _.  Manufactured  .- 

^-/  ^_ 

Uninfluenced. . s^ri^_ Knowledge  . . Manufacturing 

Inscribe Manufacturer _V^ 

3-  ^— 

Inscribed Language -.Massachusetts 

*-•                                      / 
Inscribing Large Member ^~» 

Inscription Larger Memoranda  . . 

Insurance Largest  - Memorandum  .. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


113 


Misdemeanor   ..._T?j._Now Other  . 

Mistake ^-wrT-_.Number *N  ...Over  . , 

Mistaking --s-v=±. Numbered  ... . A Owe  . . 

Mistaken ---~ o-o_. Numbering. . .  ---'N-.-.Owed. . 

Unmistakable J_A Numberless  . .  _JS/T!._  Owing. 

Mistook  . 
Mr... 


( 

L 


Outnumbered    ..-j\__.Owes 

--Unnumbered  .  ^^^rTAOwn., 


Movement. . 
Mortgage . . . 

Neglect 

Neglected  . . . 
Neglecting... 


v 


O,  Oh \ Parliament 

Ob' ject _ Parliamentary 

-v_^-._.Object ' -  \-._.Part 

-^_^|  .  Objected ....\i    .Parted ___^|.__ 

\ 

*r 


.-"^-Objecting __\  .. .Parting 

Negligence..  ..__x_^ .Objectively  . .  .--X Partly 

Never ^TTV Objection -\)_... Counterpart  .... 

Nevertheless  .  ..-T^!.. Objectionable  .  .\>^.._. Particular   

New ._.     __ Observation  .  ...-V..._ Particulars . 

Newly ,-_f__.Ot  ---^ Particularly 

New  York T.  __  .Opinion —  \ Particularity... 

Next x_p.._. Opinionated  .  .  -V Particularize.  .. 

^ 
Notwithstanding. . ->rl._. Self -opinioned.-o\^-..  Peculiar 

November -_"T^ .  Opportunity  .  .  -  -\ Peculiarly  .  .-...> 

Mortgagee ^^ry.  -Negligent -  -  -«-^- 

__Our... 


114 


WORD  SIGNS  AND  CONTRACTIONS. 


Peculiarity Impracticable 

Pecuniary -\--  --Practical-ly  . . 

Pecuniarily -\x:  Practice 

People —^—.Practiced 

Peopled -_\. Practicing  .  . . 

^ 
Performance 3L_  Practices 

>o 

Perpendicular ^-.Preliminary. . 

Perpendicularly  — <\-_.[  Prerogative  . . 


.Publication 
Publicly 


\ 

Republic 


\ 


.Republican. . 


\ 


V 
.____ -Qualify 


Perpendicularity.  ..-\  KT.Preservation  . 
Phonographer. .  _^fT_-.Principal-le  . . , 

Phonographic  . . Principally. . . , 

Phonography Unprincipled  . . 

Plaintiff —\_-Privilege 

Plenipotentiary ---V-- -Probability  . . . 

V 
Popular-ity  — \-Improbability  . 

Popularly \xr._Probable-y 

Unpopular ---\y Improbable. .  . . 

Possible-y __    ...  Proportion 

Impossible .__          Disproportion  . 

Possibility .__  V.__  Public-sh 

V2 

Practicable 77\.  Published 

Itnpracticability-<^\  --Publishing 


___Recollect 
_V  -  Recollected 

v          » 


k 


.Qualified 

_Y Qualifying  . . 

<\/9 
__  _V_  _  .Qualification 

__i\ Disqualified  . 

^-C_ 

__<x___ .Unqualified  ... — 

-v^/\-  Quarter 

__  X -.  Question __c — 

rv_ -Questioned _  .c~f. 

__Ti\._  .Questioning c_. 

.S^-  Unquestionable 

\Crossquestion 


Disqualify -^v__ 


-Recollecting  .....  -- 


._\__  Recollection  -----  ^... 
cJ\ 

-------  Inequality  ........  -<sr-r 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


115 


Recoverable . .  .x/77^ 
Irrecoverable.  .  <*^~I_ 

Refer-ence S— 

Ref  erred .-_/L_ 

Referring _.  xi_- 

References  . . .  —  xT_. 

Regular -X^I 

Regularly / 

Irregular - 

Irregularly  ...  < 
Regularity  ...  - 
Irregularity  . . 

Remark 

Remarked 

Remarking . . . 
Remarkable-y  _  - 1^ 

Remember .1^ 

Remembered     

Remembering  -.7^ 
Remembrance  _. 

Represent  

Represented  .. 
Recover 


/\  P 

v ..  Representative  ,.x:__V_  Saviour ._.V^ 

V  Representing. .  .-^- -\--Send 

<Lx 

—  Misrepresent  . . .  s^S-\  September  . . _V~ 

/\           •  P 

...  Representation.  -X._.v>.  Several —V 

.- Misrepresentation. ^~tf^\J  Severally __ 

--Repugnant -^--N — Shall 

--Repugnancy  . . . -^-^ —  Should ._ 


Repugnantly  ..  .'—N — <    Signify 

o 

^-77-_Responsible-y Signified „ 

f~                                     ^ 
Irresponsible-y --Signifying 


.-Responsibility.  .--//\     Significance 

s  ° 

...Irresponsibility  -^\--Significancy  .  .--- 

--Resurrection  . .  ..x£  ---Significant _. 

--Reverend -X^--  Signification a_i- 

Revolutionary . .  -^^Insignificant 

__Roman  Catholic Similar ._. 

Dissimilar  .  _   I  .. 

<j^ 

__San  Francisco.  .-q_-p---  Similarity 

L 


i 

" 


..Satisfaction -----Dissimilarity 

_  Satisfactory -^  -  Singular 

y 

_ Satisfactorily  . .---     --Singularity  ^~-- 

,  .Unsatisfactory  .--^---Singularly *£-— 

Single --<&- -Savings  Bank.  -- VD -- 


116  WORD  SIGNS  AND  CONTRACTIONS. 

Somewhat _«•>-  —  Swift — t The ....... 

Southern \>  —  -Swifter .^. Them __.(- 

V,  f 

Speak --\----Swiftest --^ Themselves  . . . 

Bespeak -V---  Swiftly _.^r— There 

Speakable  .  . .  ..--\----Swiftness -<,- These ._.)— 

Unspeakable  . .  _>rR ...  Swore __<7\-. -Thing 

Specification \ Sworn -°^— -Things --^j~ 

Spoke  Special-lyA  ...Sympathy  ....      -^--.Anything -^^,- 

Bespoke \- Sympathize  .      -  -"^7-- -Something J5~"N^- 

Spoken ...\_._  Sympathized         57^.. -Think --(- 

Bespoken V.._.Sympathizing  .  f^ Bethink ..\  — 

j  rt~r  ( 

Outspoken —.^....Sympathetic  .  --Thinker ••-(—. 

Subject .^-—  Sympathetical-ly.-  -<^1_.--.. Unthinking .-^rr... 

Subjectively... --V-- System --(^---Unthinkable  ... 


^ 

Subjection  .  ..  ..-\>-—  Systemize  .....  -^— -Time -- 

Suggestion    . ..  —</*-— Systematize  ...  -^--  —  Timely 

Superficial-ly  . .  -<\- Systematic ..       --Together 

Transubstantia-    r, 
Superintendent---1^ —  tion -«L— » 

%>                                        ( 
Surprise Thank-ed -       --Truth 

Surprised --        ..Thankful .1       -- Truthful-ly __J- 


x  C_ 

TI — i — :--jng-day.--rT| ... 


Surprising.    l--Thanksgiving-day.--TTj--.Truthfulness  m  t 


°\ 
Swear That Untruth  . . 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


Untruthful  ......  -"T^i—  .Whichever  --------  /...  Yearly  .........  -Y?^— 

Untruthfulness._]Tl1,—  Whichsoever  .  .  ____  /....Leapyear  ......  ~S\-- 


Who-m  ........  ____.„  Yet  ...........  /T 


Understood  .....  .^  —  P..  Whoever  ......  ____    ._  Young  ____  .  _____  £L._. 

United  States  -------  ^..Whosoever  -------  ^-..Younger  ......  __^_— 

Usual-ly  ........  ._.  -j...  Will  ......  _______  ^r...  Youngest  ......  —  0-- 

Usury  ...........  -|^_  —  Willful-ly  .....  __  ^r...  Your  ..........  —*:— 

Willing  .......  _x-^^_.Yours  ..........  ..<  ____ 

Was  ............  ___  ___Willingly  ....    --A^  -Yourself  ......  ..Ci._. 

Well  ...........  __£<?r/^lWith  ...........  ________  Yourselves  .....  __&____ 

Were  .............  .^/..Within  .........  ____  ^....Youth  .........  .__(  ____ 

What  ............  —-—-Without  .......  ____  _C-_Youthful  ......    r  ______ 

Whatever  ......  ,_.^__  World  .  .  __*!_.  Youthfulness  _____  (.. 


When — c — Worldliness  . .  ._</— 

Whenever c Worldly </..... Universe ~'(F'" 

Whensoever ^---Worth ( Universal "C"  ~ 

Where —-^-Worthless __fcD.._.UnJversity j£l7_— 

( s*>                                         •< 
Anywhere -^X-Worthlessness  . — Su~. Width (-- 

Nowhere. ,^/lWould __..„. — Worthy — J I  — 

Somewhere js^^—  You ._nor^,. 

Wherever -  <£.. .  Year .__ .^z  ... 

Which..  ._./-__Years ...fL- 


118  PHRASING. 


LESSON  XXIII. 

PHRASING. 

23J. — In  a  general  way  it  must  be  said  that  the  student 
now  leaves  the  theoretical  part  of  shorthand  and  enters  the 
practical  part.  It  is  true  that  attention  has  been  called  to 
outlines  that  take  a  hook  where  the  regular  rules  call  for  a 
stem,  to  those  stems  that  are  written  in  a  direction  contrary 
to  that  prescribed  by  the  rules,  to  those  outlines  that  do  not 
express  all  the  sounds  in  the  words,  and  to  those  outlines 
which  are  so  brief  that  they  are  referred  to  as  word  signs  and 
contractions;  all  this  is  practical  rather  than  theoretical,  but 
pertains  to  the  writing  of  words  as  words,  and  not  to  words 
as  parts  of  sentences.  It  is  true  that  the  student  has  prac- 
ticed the  sentences  and  short  articles  in  the  writing  and  read- 
ing exercises  in  this  book,  but  in  his  practice  he  has  centered 
his  mind  on  the  outline  of  each  word  as  it  was  written,  and  has 
not  been  able  to  think  of  words  in  groups  or  in  sentences, 
much  less  to  pay  attention  to  the  meaning  of  what  he  was 
writing. 

232« — The  student  who  has  mastered  the  first  part  of  the 
book  is  able  to  write  promptly,  accurately  and  neatly  the  out- 
line of  almost  any  word  in  common  use.  As  the  result  of 
thorough  work  he  gradually  acquires  confidence  in  himself 
and  in  his  work,  and  finds  that  he  can  "take  dictation"  ac- 
curately, yet  withdraw  his  attention  somewhat  from  the  task 
of  thinking  of  the  shorthand  outlines  and  putting  them  on 
paper  correctly,  and  pay  more  or  less  attention  to  the  mean- 
ing of  the  words  uttered  by  the  speaker.  By  and  by  the 
shorthand  writing  becomes  largely  mechanical,  and  the  sten- 
ographer can  give  practically  undivided  attention  to  the  sense 


LESSONS  IN  MUNSON  PHONOGRAPHY.  119 

of  the  words  he  is  writing.  It  cannot  be  too  strongly  urged 
upon  the  student  that  he  must  bring  his  mind  to  the  condi- 
tion indicated  before  he  can  become  a  reliable  stenographer. 
It  will  take  some  time  to  bring  the  mind  into  this  condition, 
and  as  a  great  aid  to  the  student  in  that  task,  and  also  as  a 
most  important  aid  to  both  the  speed  and  the  legibility  of 
shorthand,  the  subject  of  "Phrasing"  is  here  introduced. 

ADVANTAGES    OF    PHRASING. 

233* — Phonography  presents  another  striking  resemblance 
to  speech  in  that  the  phonographer  reproduces  the  little 
groups  of  words  into  which  sentences  are  divided  when  they 
are  uttered  aloud;  that  is  to  say,  words  spoken  with  the  same 
breath,  which  have  grammatical  or  rhetorical  connection,  are 
usually  written  together  without  lifting  the  pen.  This  join- 
ing of  words  is  called  phrasing.  The  advantages  of  phrasing 
arise  from  the  fact  that  several  words  can  be  written  together 
more  quickly  than  if  written  separately,  that  they  occupy  less 
space  on  the  paper  when  so  written,  and  that  words  closely 
connected  in  sense  are  brought  together. 

WORDS    THAT    SHOULD    BE    JOINED. 

234. — It  is  essential  that  the  words  joined  should  be  close- 
ly connected  in  sense;  that  the  outline  be  an  easy  one  to 
make,  and  not  too  long;  that  the  outline  shall  not  conflict 
with  any  other  phrase  or  with  a  single  word.  Word  outlines 
are  kept  as  far  as  possible  within  the  limit  of  three  strokes, 
and  phrases  do  not  usually  exceed  that  limit. 

PHRASING  BASED  ON  THE  COMMON  GRAMMATICAL    RELATIONS. 

235. — As  a  further  help  to  the  student,  his  attention  is 
called  to  the  following  grammatical  relations  which  are  ex- 
pressed in  phrases  as  far  as  possible:  a  verb  and  its  subject; 
a  verb  and  its  object;  a  verb  and  its  qualifying  adverb;  a 
proposition  and  its  object;  a  noun  with  its  qualifying  ad- 
jective; and  an  adjective,  verb  or  adverb  and  a  qualifying 
adverb. 


120  PHRASING. 

CLOSE  RELATION  OF  SHORTHAND  AND  GRAMMAR. 

236. — Grammar  and  shorthand  are  intimately  connected, 
since  phrasing  is  governed  by  the  common  grammatical  rela- 
tions, and  because  a  knowledge  of  the  grammatical  construc- 
tion of  phrases,  clauses  and  sentences  assists  the  stenographer 
in  reading  the  difficult  parts  of  his  notes.  An  amanuensis 
who  is  a  good  grammarian  will  turn  out  sensible  and  correct 
transcripts,  and  compose  a  good  business  letter  when  he  is 
called  upon  to  do  so. 

TWO    KINDS    OF    PHRASES. 

237. — Phrases  are  divided  into  two  classes,  according  to 
certain  pecularities  in  their  forms;  those  in  which  the  ordin- 
ary outlines  of  words  are  joined,  and  those  in  which  the  con- 
sonants of  a  whole  group  of  words  are  represented  in  the 
briefest  possible  manner  without  reference  to  the  regular  out- 
lines of  the  words.  The  first  class  will  present  no  difficulties 
to  the  student,  but  the  second  class  will  require  some  study. 
What  can  be  __ar^..._,  /'/  will  not  ~--f  — 

PHRASE    POSITIONS. 

238. — The  first  word  of  a  phrase  is  regularly  written  in 
its  usual  position,  and  the  other  words  are  merely  joined  on. 
This  rule  emphasizes  the  fact  that  some  words  occur  so  fre- 
quently and  become  so  familiar  to  the  reporter  that  he  can 
recognize  their  outlines  in  any  position.  By  this  time  \ 

EXCEPTION. 

239. — When  the  first  word  of  a  phrase  belongs  to  the 
first  position  and  is  represented  by  a  circle,  loop,  horizontal 
stem,  or  a  half  length  stem,  in  the  interest  of  legibility,  the 
first  word  of  the  phrase  is  usually  written  so  as  to  bring  the 
first  upright  stem  in  its  regular  position.  Has  had  f  ,  on  this 

side  —^f--—,  about  those       \ 
T 


IvESSONS   IN   MUNSON   PHONOGRAPHY.  121 

THE    MIND    SHOULD    CONNECT    WORDS    AND     PHRASES     WITH     OUT- 
LINES,   WITHOUT   THINKING    OF    DETAILS 

240. — In  practicing  phrase  outlines,  it  is  not  wise  to  utter 
aloud  or  allow  the  mind  to  dwell  on  each  word  as  its  outline 
is  made.  The  phrase  should  be  thought  of  as  a  unit.  The 
student  has  already  learned  to  write  the  outlines  of  a  single 
word,  no  matter  how  long  it  may  be,  without  "spelling  it 
out"  as  each  circle,  hook  or  stem  is  made.  Without  becom- 
ing careless  and  inaccurate,  the  stenographer  must  learn  to 
think  of  phonographic  details  as  little  as  possible  when  he  is 
writing. 

NOTE. — you  or  your  may  be  represented  standing  alone  or  in 
phrases,  initially  (not  governing  positions),  medially  and  finally  by 
moid  or  noid.  For  examples  see  page  153,  ^f  311. 

Stem  V  may  be  used  to  represent  have  in  some  phrases.  For 
fuller  explanation  see  page  151,  IT  303. 


122 


PHRASING. 


READING  EXERCISE. 


—        -- 


"-      --'-  -—  -          -  ™-t- 


^  .  v.  -V  -t 

J  '  S^v 


\ 

}' 
-—  — 


13 Jc_    JU-    -SuCr.    _^/T_.   ..1L^_— .4^ 


// 


LESSONS  IN  MUNSON  PHONOGRAPHY.  123 

WRITING    EXERCISE. 

To  me,  too  many,  to  make,  to  give,  to  meet,  tomorrow 
morning,  to  get,  after  such,  after  this,  after  you  become,  after  you 
were,  anything  more,  anything  less,  anything  like,  be  done, 
be  said,  because  they,  between  themselves,  by  many,  by  them- 
selves, by  little,  did  he  make,  did  he  go,  did  he  tell  you,  ever 
since  then,  for  how  much,  for  many  years, ,  for  several  years, 
for  some  little,  for  something,  further  notice,  good  while 
ago,  good  while  since,  great  many  occasions,  great  many 
things,  have  you  known,  have  you  nothing,  have  you  never, 
having  done,  having  known,  having  said,  every  day,  every 
side,  always  be,  always  ready,  will  be  done,  if  you 
know,  if  you  have,  if  you  think,  in  advance,  in  fact, 
in  favor,  in  general,  in  many  cases,  in  many  instances, 
in  my  presence,  in  person,  in  preference,  in  proportion,  in 
such  matters,  like  those,  little  less,  long  enough,  make  those, 
many  more,  many  persons,  may  be  likely,  no  person,  no  oc- 
casion, no  such  thing,  not  enough,  not  necessary,  say  any- 
thing about  it,  say  anything  more,  say  how  many,  say  how 
much,  say  so,  says  he  was,  seems  so,  seems  likely,  shall  be 
glad,  shall  be  sorry,  shall  be  very  glad,  shall  be  very  sorry, 
shall  never  be,  shall  make,  since  they  do,  some  little,  some 
means,  some  person,  some  reason,  something  more,  soon  af- 
ter, suppose  they  were,  such  cases,  take  them,  take  those, 
take  pains,  take  possession,  take  such,  take  place,  take  back, 
taken  away,  taken  down,  that  you  may,  that  you  must,  that 
you  can,  there  was  no,  there  was  nothing,  there  was  never, 
there  were,  there  will  be,  this  day,  this  afternoon,  this  eve- 
ning, this  instance,  very  much,  very  probable,  very  great, 
very  soon  after,  which  can  be,  will  you  be  kind  enough,  will 
you  be  good  enough,  you  may  be  sure,  about  them,  about 
which,  about  whether,  about  which,  on  which  occasion,  on 
each  occasion,  on  those,  on  this. 


124  PHRASING. 

STANDARD  TIME. 
(Phrases  are  indicated  by  italics.) 

The  railways  of  this  country  are  operated  by  what  is  known 
as  "standard  time,"  which  is  reckoned  on  four  principal  meri- 
dians of  longitude,  and  designated  as  follows:  Eastern  time, 
on  the  75th  degree;  Central  time,  on  the  goth  degree;  Moun- 
tain time,  on  the  io5th  degree;  and  Pacific  time,  on  the  i2oth 
degree.  In  cities  located  on  any  one  of  these  degrees,  the 
solar  and  the  standard  time  coincide.  In  cities  located  be- 
tween these  degrees,  solar  and  standard  time  are  different,  and 
each  city  adopts  the  time  of  the  nearest  principal  or  standard 
degree.  The  difference  in  time  between  two  adjacent  stand- 
ard degrees  being  one  hour,  in  no  case  does  the  standard  time 
in  any  city  vary  more  than  thircy  minutes  from  solar  time. 
Whenever  a  tra;n  crosses  a  standard  degree,  its  time  changes 
one  hour,  watches  being  set  back  that  much  if  the  train  is  go- 
ing west,  and  set  ahead  that  much  if  the  train  is  going  east. 


LKSSONS  IN  MUNSON  PHONOGRAPHY.  125 


LESSON  XXIV. 

CIRCLE  AND  LOOP  PHRASES. 

THE    S    CIRCLE. 

24J. — The  s  circle  is  used  initially,  medially  and  finally 
for  h-as,  h-is,  and  for  us  medially  and  finally.  Us  should  be 
written  with  a  stem  sign  where  the  circle  would  be  difficult  to 
read.  As  they  £,  //  is  —\—,  for  us  v^ 

242, — In  the  reading  exercise,  medial  and  final  circles 
can  often  be  translated  by  several  of  the  "circle"  words,  but 
in  a  sentence  the  context  will  always  show  the  proper  trans- 
lation. 

243. — All  phrases  beginning  with  h-as  come  under  the  ex- 
ception to  the  rule  for  phrase  position.  All  phrases  begin- 
ning with  h-is  follow  the  regular  rule  for  phrase  position.  As 

he  -..<rv— >    is  he  ™w 

THE    SES    CIRCLE. 

244. — The  "circle"  word  can  be  phrased  with  a  word  be- 
ginning or  ending  with  a  small  circle  by  changing  the  small 
circle  to  a  large  circle.  Has  said  f,  makes  his  /^-^_D 

245. — A  large  circle  standing  alone,  first  position,  maybe 
used  for  any  two  "circle"  words,  provided  the  first  word  is 
h-as.  As  has,  as  is,  as  his,  has  as,  has  his,  has  us  ___°___ 

246. — The  large  circle  alone,  third  position,  stands  for 
any  two  "circle"  words,  provided  the  first  word  is  h-is.  His 
is,  his  has,  is  as,  is  his  -— 0— 


126  CIRCLE  AND  LOOP  PHRASES. 

THE  ST  LOOP. 

247.  —  The  small  loop  is  used  alone  and  initially   for  h-as 
combined  with  to,  it  or  the;  medially  and  finally   for  any  one 
of  the  five  "circle"  words  combined  with  to,   it  or  the.     As  to 
that    \    it  is  to  be  —  i^--  ,   he  has  it  ^ 

248.  —  Alone,  first    position,    the    small    loop    stands    for 
h-as  combined  with  a  "t"   word    (to,    it,    the].     Alone,     third 
position,  the  small  loop  stands  for  h-is  combined  with   a  "t" 
word.      Has  to,  has  it,  has  the,  as  to,  as  it,  as  the    _°_  ;    is  it,  is 
to,  is  the  —0-- 

249.  —  A  "t"  word  may  be  added  to  a  word  ending   in  an 
S  circle  by  changing  the  circle  to  a  small  loop.     Unless  the  ^ 

250.  —  An  s  circle  may  be  written   inside   the  small  loop 
standing  alone  to  add   another  circle  word.     And  an   addi- 
tional circle  word  may  be  added  after  a   ses  circle   or  a  loop 
by  a  circle  on    the   back  of  the  stem.        As  it  is  _  &    ,  post 
***\ 

THE    STER    LOOP. 

25J.  —  The  large  loop  is  used  alone  for  h-as,  h-is  combined 
with  their,  there  and  they  are;  medially  and  finally  for  any  of 
the  "circle"  words  combined  with  their,  there  and  they  are.  It  is 
their  --(>—  ,  is  there  no  -^^x—  ,  that  is  there  now  (^  as  far  as 
their 


252.  —  An  additional  "circle"  word  may  be   added   inside 
the  loop  when  standing  alone,  or  on   the   back   of  a   stem  to 
which  a    loop    is     attached.     As    there   is       O    ,   master   his 

^3 

253.  —  The   large  loop   alone,    first    position,    srands    for 
h-as  combined  with  there,  their  and  they  are;  alone,  third  posi- 
tion, for  h-is  combined  with  there,    their    and    they   are.     Has 
there,  has  their,    as    their,    as    they   are  _&__.;  is  there,  is  their 

—or-' 


L/ESSONS  IN   MUNSON   PHONOGRAPHY.  127 

254.  —  There,  their  or  they  are  may  be    added  to  a   word 

ending  with  a  small  circle  by  changing  the  circle  to   a  large 
loop.      Fix  theirs  —  -\^=-^-- 


MANNER    OF    WRITING    INITIAL    LOOPS. 

255.  —  An  initial  loop  phrase  may  be  written  upon  the 
following  stem  in  the  usual  manner,  or  it  may  be  written 
"floating"  on  the  slant  of  CH,  and  the  following  stem  car- 
ried out  distinctly.  Is  it  necessary—  ^  ^p^--,  has  there  been  —  O\  — 


NOTE.  —  How  may  be  phrased  initially  and  medially,  being  writ- 
ten koid  or  toid,  but  is  not  joined  initially  in  a  phrase  that  would 
bring  it  down  to  or  below  the  line.  For  further  explanation  and  ex- 
amples see  ^1  302. 


128 


CIRCLE  AND  LOOP  PHRASES. 


READING  EXERCISE. 


3  ^          \>  S    I 

"~^~   ^ """T"  C 

x^_«     ^      ^  c^- 

(  / 

5 /_ e^^.__ 

.b 

7         O  ^3 

.-_^-_      ._^ 

8_y/__| ,k^_. 

JO-^ ....  __>...  .._^... 

/     '"X  /  \ 

^E> 


'  /'X 

•  ^>  f      V 


v       /  C  /    *-.. 

' 7"  V"  7  F 


LESSONS  IN  MUNSON  PHONOGRAPHY.  129 

WRITING  EXERCISE. 

As  early  as,  as  far  as,  as  far  as  the,  as  far  as  it  is,  as  far 
as  possible,  as  far  as  their,  as  far  as  there  is,  as  far  as  his,  as 
far  as  may  be,  as  far  as  can  be,  as  fast  as,  as  good  as,  as 
good  as  ever,  as  great  as,  as  is  usual,  as  little  as,  as  long  as, 
as  long  as  is,  as  long  as  there  is,  as  many  as  possible,  as  much 
as  the,  as  soon  as  his,  as  soon  as  it  is,  as  soon  as  there  is,  as 
soon  as  they,  has  to  be  done,  it  is  to  be  done,  as  the  best,  as 
to  whether,  as  usual,  as  we  were,  as  well  as,  as  well  as  can 
be,  as  well  as  their,  has  not  been  done,  has  not  gone,  has 
there  been,  as  there  has  been  no,  as  there  is  nothing  more, 
has  been  found,  has  it  been  found,  has  it  not,  has  this,  is 
this  so,  is  it  any,  is  it  possible,  is  there  anything  more,  it  is 
generally  known,  it  has  been  done,  it  has  been  found,  it  is 
not  necessary,  it  is  not  intended,  it  is  only,  it  is  possible,  it 
is  said,  it  is  this,  this  is  so,  that  is  nothing,  this  is  the,  is  there 
anyone  else  there,  for  his  own  interest,  for  his  own  sake,  it  is 
not,  it  is  important,  it  is  quite  certain,  let  us  be  satisfied,  let 
us  be  sure,  let  us  know,  may  as  well,  as  much  as  possible,  on 
his  own  account,  it  seems  there  is,  it  is  done,  since  there  is, 
since  his,  such  has  been,  that  is  not  so,  that  is  only,  that  is 
nothing,  that  is  not  necessary,  there  is  nothing  more,  why  is 
there,  why  is  it. 

THE    PARIS    RAG    PICKERS. 

The  chiffonniers  of  Paris  have  lost  their  trade;  at  least,  \  it 
has  become  so  totally  modified  that  they  no  longer  pursue  it  in 
its  ancient  form.  The  waste  and  dirt  from  every  house  used 
to  be  poured  out  into  the  street  before  the  front  door  each 
evening  at  9  or  10  o'clock;  and  the  chiffonnier,  with  his 
lantern  and  his  hook  in  his  hands  and  his  basket  on  his  back, 
arrived,  came  along  and  raked  the  heaps  over,  to  see  what  he 
could  find  in  them.  But  it  became  forbidden  either  to  throw 
the  refuse  into  the  street  or  to  bring  it  out  at  night.  It  was 
prescribed  that  it  should  be  carried  down  in  the  early  morning 


130  CIRCLE  AND  L,OOP  PHRASING. 

in  a  box,  which  is  placed,  full,  at  the  door,  and  is  emptied 
before  9  o'clock  into  the  dust  carts,  which  go  around  each 
day.  The  chiffonniers,  therefore,  have  no  longer  the  oppor- 
tunity of  picking  over  the  dirt,  because  it  has  ceased  to  offer 
itself  in  an  accessible  form;  they  have  for  the  most  part  to 
carry  on  their  trade  after  the  refuse  is  discharged  from  the 
carts  at  the  depots,  and,  consequently,  have  almost  disap- 
peared from  the  streets. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  131 


LESSON  XXV. 

HALF  LENGTH  PHRASES. 

256. —  Toyit,  had  and  the  are  indicated  by  halving,  when 
the  outline  of  the  preceding  word  ends  with  a  full  length 
stem.  Began  to  '__,  in  it .__.—,  they  had  (,  had  the  \ 

The  n  hook  in  connection  with  halving  is  used  for  not. 

257. — Halving  is  generally  preferred  to  the  stem  T, 
especially  when  the  preceding  word  is  a  verb;  the  T  is  used 
when  it  is  not  possible  to  indicate  to  by  halving  nor  by  a  St 
loop.  The  halving  for  to  almost  always  occurs  in  connection 
with  a  word  sign  or  some  other  frequently  occurring  outline. 

258. — It  is  usually  written  in  full  when  phrased,  and  is 
included  in  a  st  loop  phrase  more  frequently  than  it  is  in- 
dicated by  halving;  but  occasionally  it  is  convenient  to  use 
halving. 

259. — Halving  for  had  occurs  after  personal  pronouns. 

260. — Halving  is  used  for  the  more  frequently  than  for 
to,  it  and  had;  and  the  is  indicated  more  frequently  by  halving 
than  by  any  other  method.  Halving  and  the  st  loop  are  used 
for  the  wherever  possible.  The  dot  is  used  where  the  other 
forms  are  not  possible. 

"ITS,"   "IT  is." 

26  J. — Its,  it  is  and  //  has  are  indicated  medially  and 
finally  by  halving  and  the  s  circle.  By  its  v  ,  but  it  is  v 
if  it  has  — ^ — ,  but  it  is  necessary  \j_p-^ 

262. — These  phrases  are  used  most  frequently  after  pre- 
positions and  conjunctions,  and  it  is  nearly  always  possible 
to  join  on  the  next  two  or  three  words  in  the  sentence. 


132 


HALF  LENGTH  PHRASES. 


READING  EXERCISE. 

i    '    '  _&  >        »w^    .s    Sv 


A. 


L  ( 


c. 


£ 


-V- 


13 


<. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  133 

WRITING  EXERCISE. 

Able  to  think,  able  to  realize,  on  it,  in  it,  will  it,  all  it, 
why  it,  from  it,  yet  it,  but  it,  by  it,  at  it,  do  it,  did  it,  think 
it,  yet  he  had,  says  he  had,  though  he  had,  thought  he  had, 
says  we  had,  by  the,  but  the,  charge  the,  change  the,  could 
the,  gave  the,  give  the,  among  the,  at  the,  from  the,  while 
the,  but  its,  for  its,  were  its,  if  its,  why  its,  gave  its 
its  own,  where  its  own,  but  it  is,  that  it  is,  though  it  is,  that 
it  is  no,  if  it  is  necessary,  if  it  is  possible,  that  it  has  been, 
that  it  is  known,  that  it  is  necessary. 

THE    INCANDESCENT    LAMP   VACUUM. 

Many  of  the  incandescent  lamp  manufacturers  of  Ger- 
many use  the  chemical  process  of  exhausting  the  air  in  the 
lamps  in  conjunction  with  the  air  pump.  In  the  tube  attached 
to  the  lamp  for  exhausting  it,  a  piece  of  amorphous  red 
phosphorus  is  introduced,  the  amount  of  which  \  must  be  found  \ 
for  each  type  of  lamp.  While  it  is  being  exhausted  with  the 
pump,  this  tube  is  heated  carefully  with  a  Bunsen  burner,  and 
when  the  vacuum  is  sufficient,  the  normal  current  is  passed 
through  the  lamp  and  then  increased  gradually  up  to  about 
three  times  the  normal  voltage,  when  a  violet  light  will  ap- 
pear at  the  end  of  the  filament.  A  few  moments  later  a  blue 
light  will  appear  around  the  filament,  and  after  having  run 
for  ten  to  twenty  seconds  at  the  high  voltage,  the  blue  light 
will  expand  throughout  the  whole  globe,  and  at  that  moment 
the  lamp  must  be  scaled  off,  so  as  to  include  the  phosphorus; 
the  lamp  is  then  run  again  and  heated  at  the  tube  which  con- 
tains the  phosphorous.  A  reaction  will  suddenly  take  place 
and  the  blue  light  will  disappear,  a  scarcely  visible  light 
brown  deposit  being  formed  on  the  glass,  which,  it  is  said, 
does  not  affect  the  candle  power.  When  a  lamp  exhausted 
in  this  way  is  tested  with  a  Ruhmkorff  coil,  neither  phosphor- 
escence nor  a  current  will  be  found  to  exist;  the  whole  oper- 
ation requires  only  1.5  or  2  minutes  with  an  experienced 
workman. 


134  DOUBLE  LENGTH  PHRASES. 


LESSON  XXVI. 

DOUBLE  LENGTH  PHRASES. 

263. — There,  their,  they  are  and  other  are  indicated  by 
doubling,  when  the  preceding  word  regularly  ends  in  a  single 
length  stem.  In  the  case  of  other,  the  precaution  must  al- 
ways be  taken  to  insert  the  second  place  light  dash.  For 
their  \ ,  though  they  are  I  __,  any  other — v^=f--- 

DOUBLE    LENGTHS    "SPEEDY." 

264. — These  double  length  phrases  are  probably  the  most 
rapidly  made  and  the  easiest  phrases  to  read,  and  should  be 
used  by  the  student  fearlessly  and  wherever  possible.  There 
and  their  can  nearly  always  be  indicated  by  doubling  (or  the 
ster  loop),  except  at  the  beginning  of  a  sentence. 

OTHER    WORDS    READILY    JOINED    TO    THE    DOUBLE    LENGTHS. 

265. — Should  the  next  word  in  the  sentence  make  a  good 
joining,  and  be  connected  in  sense  with  the  double  length 
phrase,  it  should  be  joined,  unless  the  outline  would  go  too 
far  above  or  below  the  line  of  writing.  There  is  no  objection 
to  carrying  a  horizontal  phrase  as  far  as  it  will  go.  The  op- 
portunity to  double  final  NG  for  there  should  never  be  neg- 
lected. In  any  other  case  —^z^^*—,  making  their  ^ — ^_^ 

"THEIR'S,"   "THERE  is." 

266. — A  final  s  circle  in  connection  with  doubling  is  used 
for   the   combinations   their1  s,    there's  or  there    is.      For  their' s 
\       yet  there  is  ___/^ 


LESSONS  IN  MUNSON  PHONOGRAPHY.  135 

267. — The  next  word  in  the  sentence  after  there  is,  es- 
pecially if  a  horizontal  stem  (like  no,  not,  necessity  ox  necessary}, 
is  usually  joined  on.  Though  there  is  no  necessity 

"THE    OTHER." 

268. —  The  other  is  always  written  with  a  double  length 
stem  DH,  in  the  third  position.  On,  for,  if,  and  similar 
words,  coming  before  the  other,  are  written  full  length  instead 
of  being  halved.  On  the  other  side  -— 

"THEREFORE." 

269. —  Therefore  is  frequently  phrased  to  the  preceding 
stem  by  doubling  the  final  stem  of  that  word  to  indicate  the 
first  syllable  in  therefore.  I  am  therefore  in  no  '  ^_^, 

MOSTLY    WORD    SIGNS    SEEN    IN    PHRASING. 

270. — This  lesson  emphasizes  what  was  said  previously, 
that  the  words  found  in  phrases  are  word  signs  or  words  that 
are  constantly  recurring  in  speech. 


136 


DOUBLE  LENGTH  PHRASES. 


READING  EXERCISE. 


\ 


3_1 


.__'__ i     ___v      rrt.-'.J:    ... 
L       U^  \ 


s__ 


9 


>  c 


^ 


PV 

-      -^--- 


\ 


LESSONS  IN  MUNSON  PHONOGRAPHY.  137 

WRITING  EXERCISE. 

Upon  their,  before  their,  between  their,  done  their,  be- 
gun their,  begin  their,  run  their,  have  their,  worth  their,  than 
their,  shown  their,  from  their,  on  their,  in  their,  know  their, 
among  their,  will  their,  think  their,  beyond  their,  yet  there, 
all  there,  for  their  own  sake,  that  has  been  their,  among  their 
own,  for  there  has  been  no,  for  there  has  never,  if  there  is 
nothing  more,  yet  there  has  been  no,  though  he  was  there, 
that  he  came  there,  along  there,  that  there  is  no  necessity, 
although  there  is  not,  no  other,  from  other,  several  other, 
while  other,  in  other  words,  any  other  subject,  some  other 
person,  some  reason  or  other,  something  or  other,  as  good  as 
any  other,  for  other  purposes,  before  there  is,  depend  upon 
their  own,  any  other  business,  being  there,  how  long  have 
you  been  there,  great  many  other,  you  know  there  is  nothing, 
you  may  therefore, you  shall  therefore, you  think  there  is,  in  other 
cases,  is  he  there,  so  there  may  be,  was  there  anything,  was 
there  anything  said,  was  there  anything  done  there,  was  there 
anyone  else  there,  since  he  came  there,  why  there  is  so  much, 
will  there  never  be. 

COPPER. 

Next  to  iron,  copper  is  the  most  useful  of  metals.  //  is 
found  both  in  its  pure  state  and  in  combination  with  other 
minerals.  Numerous  coppermines  exist  in  Europe,  the  more 
important  being  in  Spain  and  Germany;  but  the  discovery  of 
rich  deposits  in  other  parts  of  the  world  has  almost  entirely 
changed  the  source  of  supply.  The  richest  and  most  pro- 
ductive mines  in  the  \  United  States  are  in  Montana  and, 
Michigan. 

Copper  exceeds  all  other  metals  in  electric  conductivity, 
and  therefore  enormous  quantities  are  used  for  electrical 
purposes,  which  has  stimulated  its  production.  Copper  is 
used  for  covering  roofs,  and/0r  other  domestic  purposes.  // 


138  DOUBLE  LENGTH  PHRASES. 

is  alloyed  with  gold  and  silver,  also  for  making  brass,  which 
is  the  most  extensively  used  alloy.  //  is  likewise  an  element 
in  bronze,  bell-metal,  and  many  other  compositions. 

Valuable  substances  are  obtained  from  copper  by  chemi- 
cal operations,  among  others  verdigris,  Paris  green,  blue 
vitriol,  and  various  coloring  materials.  Copper  paint,  ovKng 
to  its  cheapness,  is  used  on  the  bottoms  of  vessels. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  139 


LESSON  XXVII. 

INITIAL  HQOK  PHRASES. 

L    HOOK    PHRASES. 

27f. — The  /  hook  is  used  for  all  and  will.  The  hook 
when  used  for  all  is  usually  found  on  prepositions;  for  will, 
on  personal  pronouns.  By  all  \_,  they  will  ^ 

272. — The  hooks  used  in  this  manner  are  usually  found  at 
the  beginning  of  a  phrase,  and  the  next  two  or  three  words 
in  the  sentence  are  nearly  always  joined  on.  Probably  it 
will  is  the  most  common  of  these  phrases,  and  the  number  of 
words  that  can  be  joined  on  after  it  is  something  surprising. 
//  will  be  seen  —  P- 


R    HOOK    PHRASES. 

273. — The  r  hook  is  used  to  indicate  are,  our  or  or.  The 
hook  is  used  for  are  chiefly  on  pronouns;  for  our  or  or  with 
prepositions.  Or  should  always  be  represented  by  the  hook, 
except  where  the  stem  is  absolutely  necessary.  They  are  (", 
at  our  house _  _T-&__,  on  or  about  ,.^k_. 

W    AND    Y    HOOK    PHRASES. 

274. — The  w  hook  on  straight  stems  is  used  to  indicate 
we  after  the  word  represented  by  the  stem.  The  y  hook, 
concerning  which  it  was  said  in  Lesson  VIII  that  its  use 
would  be  explained  later,  is  used  to  indicate  you  or  your  after 
the  word  represented  by  the  stem.  Can  we  °~  ,  do  you  ^ 


140  INITIAL  HOOK  PHRASES. 

275. — These  hooks  generally  occur  at  the  beginning  of 
phrase  outlines,  and  are  used  mostly  in  questions.  Their  use 
Joes  away  with  the  necessity  of  putting  a  brief  sign  at  the 
end  of  the  stem;  thus  leaving  the  end  of  the  stem  free  for  the 
joining  of  the  next  word.  Can  we  find  anything  more  ^-u-^r^  , 
do  you  recollect  anything  about  it  ..<\^^\.. 

276. — Some  phonographers  do  not  use  these  hooks  ex- 
tensively, preferring  to  use  the  brief  iu  and  y.  The  student 
in  transcribing  the  writing  exercise  on  page  147  may  use 
either  hooks  or  brief  signs.  In  some  of  the  longer  phrases, 
if  the  hooks  are  not  used,  the  phrases  as  printed  may  have  to 
be  written  with  two  outlines. 

277. — The  w  hook  in  connection  with  a  final  j-  circle  is 
used  in  forming  the  following  '-was"  phrases:  //  was,  which 
was,  each  was  and  where  was.  In  connection  with  the  n  hook, 
the  following  "one"  phrases:  By  one,  but  one,  at  one,  had  one, 
which  one  and  each  one.  Also  Twns  for  at  once. 

INITIAL    HOOK    PHRASES    PRACTICAL. 

278. — In  this  connection  is  a  most  excellent  opportunity 
to  explain  to  the  pupil  that  the  best  reporters  do  not  put  a 
word  upon  paper  as  soon  as  it  is  heard,  but  follow  several 
words  behind  the  speaker.  This  plan  enables  the  reporter  to 
catch  the  speaker's  meaning  better,  and  also  gives  him  time 
to  decide  about  the  formation  of  phrases  and  other  details 
connected  with  the  shorthand.  With  half  a  dozen  words  in 
his  mind  at  once,  it  is  not  such  an  awkward  thing  as  it  seems 
for  a  stenographer  to  start  a  phrase  outline  with  the  second 
word  in  the  phrase,  as  is  done  in  the  initial  hook  phrases. 

THE    IN    CURL. 

279. — The  in  curl  is  used  for  in   before   the  word   some, 

with  some  in  its  regular  position.     The  curl  and   the  .«•    circle 

may  be  used  for  in  his  on  stems  before  which  the  N  stem  with 

a  final  s  circle  would  make  a  bad  joining.     In   some   manner 

^--   in   his    letter 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


141 


READING  EXERCISE. 


I  C_x 

r  s-  c\ 

2 

4..._^_.__^.__^._..:_:..__:_. 

t"{ 

..-  cx<. 

6  .1  C 

8 

( 

jj._       i fe_: 

w.  -    r 

13 
14... 


142  INITIAL  HOOK  PHRASES. 

WRITING  EXERCISE. 

It  all,  which  all,  could  all,  if  all,  should  all,  may  all,  in 
all,  among  all,  these  all,  was  all,  are  all,  were  all,  why  all, 
above  all,  by  all  means,  in  all  probability,  in  all  such,  in  all 
these  cases,  in  all  those,  on  all  occasions,  on  all  sides,  on  all 
subjects,  on  all  such,  among  all  their,  on  all  their,  in  all  their, 
for  all  their,  among  all  the,  on  all  the,  in  all  the,  for  all  the, 
she  will,  it  will  be  said,  it  will  be  likely,  it  will  be  sure,  it 
will  be  certain,  it  will  be  seen,  it  will  give,  it  will  make,  it 
will  become,  that  will  be  necessary,  that  will  be  required, 
they  will  remain,  which  will  hinder,  which  will  never,  which 
will  never  be  done,  which  will  come,  which  will  go,  which 
will  require,  which  will  seem,  which  will  make  no  difference, 
that  will  be,  they  will  be,  they  will  do,  where  will  they,  where 
will  these,  which  are  these,  we  are  glad,  you  are  able  to,  you 
are  aware,  you  are  satisfied,  you  are  said,  you  are  supposed, 
you  are  sure,  you  are  very  sure,  which  are  necessary,  which 
are  likely,  which  are  believed,  which  are  inclosed,  which  are 
included,  which  are  omitted,  which  are  ready,  they  are  able 
to,  they  are  pleased,  they  are  probably,  at  our  house,  at  our 
risk,  at  our  suggestion,  by  our  letter,  by  our  means,  on  our 
part,  in  our  examination,  but  we  must,  but  we  may  be,  but 
we  believe,  but  we  can,  but  we  claim,  but  we  said,  did 
we  say,  but  we  think,  had  we  gone,  had  we  claimed,  had 
we  done,  had  we  placed,  do  we  get,  do  we  make,  which  we 
make,  which  we  say,  can  we  place  any  reliance,  can  we  fix, 
can  we  induce  you,  are  we  becoming,  are  we  prepared,  were 
we  inclined,  are  you  able  to,  are  you  sure,  are  you  certain, 
are  you  positive,  are  you  accustomed,  are  you  aware,  by  your 
letter,  by  your  request,  but  you  may  be,  can  you  fix,  can  you 
name,  can  you  tell  me  how  much,  can  you  be,  can  you  place, 
can  you  take  any,  can  you  inform,  did  you  ask,  it  was  done,  it 
was  said,  it  was  afterward,  it  was  found,  it  was  never,  it  was 
not,  it  was  nothing,  it  was  understood,  which  was  not,  which 
was  only,  where  was  this,  at  one  time,  in  his  letter. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  143 

THE  POETRY  OF  WORDS. 

Language  is  fossil  poetry;  in  other  words,  \  -we  are  not  to 
look/<?r  the  poetry  which  a  people  may  possess  only  in  its 
poems,  traditions,  and  beliefs.  Many  a  single  word  is  a  con- 
centrated poem,  having  stores  of  poetical  thought  and 
imagery  laid  up  in  it.  Examine  it  and  //  will  be  found  to  rest 
on  some  deep  analogy  of  things  natural  and  things  spiritual. 

He  who  spoke  first  of  a  "dilapidated"  fortune,  what  an 
image  must  have  risen  up  before  his  mind's  eye  of  some  falling 
house  or  palace! 

Men  had  long  gazed  at  the  jagged  and  indented  moun- 
tain ridges  of  Spain  before  one  called  them  "sierras"  or 
"saws;"  but  that  name  coined  his  imagination  into  a  word 
which  will  endure  as  long  as  the  everlasting  hills  which  he 
named. 

We  all  know  that  the  word  "tribulation"  means  "afflic- 
tion;" but  it  is  worth  our  while  to  know  how  it  means  this.  // 
is  derived  from  the  Latin  "tribulum,"  which  was  the  threshing 
instrument  whereby  the  Roman  husbandman  separated  the 
corn  from  the  husks;  and  "tribulatio"  was  the  act  of  this 
separation.  But  some  old  Latin  writer  appropriated  the  word 
for  the  setting  forth  of  a  higher  truth;  and  sorrow,  distress, 
and  adversity  being  the  appointed  means  for  the  separating 
in  men  of  their  cha.tifrom  their  wheat,  he  called  these  sorrows 
and  griefs  "tribulations." 


FINAL  HOOKS. 


LESSON  XXVIII 

FINAL  HOOKS. 

V  HOOK  PHRASES. 

280. — The  v  hook  is  used  for  of  and  have,  on  both  straight 
and  curved  stems.  On  curved  stems  the  hook  is  large,  re- 
sembling a  shun  hook.  The  hook  is  not  generally  used  on 
curved  stems  for  of.  The  tick  is  never  used  for  of,  nor  the 
stem  V  for  have,  when  a  v  hook  can  be  used.  Out  of  l_ 
may  have  ^^ 

"OF  HIS,"  ETC. 

281. — A  "circle"  word  following  of  or  have,  may  be  writ- 
ten inside  the  hook.  Back  of  his  \_a  ,  shall  have  his  zJ 

"OF    THE,"   ETC. 

282. — A  "t"  word  following  of  or  have,  may  be  indicated 
by  halving  in  connection  with  the  i>  hook.  Part  of  the  X  on 
the  top  of  the  ~\ 

"OF    THEIR,"    ETC. 

283. —  There  or  their  following  of  or  have  may  be   indicat- 
ed by  doubling,  in  connection  with  the  r  hook.  Outside  of  their 
t,  may  have  their  /- — ^ 
"AFTER." 

284. — After  is  also  indicated  by  the  v  hook  and  doub- 
ling. Day  after  day  _  I  . 


LESSONS  IN  MUNSON  PHONOGRAPHY.  145 

"HAVE"  AND  "EVER." 

285. — The  v  hook  is  used  for  the  suffix  ever,  but  not  for 
the  word  ever.  The  word  ever,  when  phrased,  always  takes 
the  stem  V.  Did  you  have  -c[-,  did  you  ever  ,!\ 

"INSTEAD    OF." 

286, — Instead  of  takes  a  v  hook  on  the  "Ted,"  for  the 
sake  of  convenience.  Instead  of  being  —  >=^--— 

N    HOOK  PHRASES. 

287. — The  n  hook  is  used  for  an-d,  own,  been  and  than. 
The  final  n  curl  may  be  used  after  circles  and  loops   for 
than,  in,  an,  and,  been. 

"AN-D." 

288. — Generally  it  is  preferable  not  to  use  the  hook  for 
an-d,  unless  the  next  word  can  be  joined  on.  Up  and  down_  \ 

"OWN." 

289. — The  hook  is  used  for  own  after  personal  pronouns. 
The  phrase  my  own  takes  two  stems,  to  be  distinguished  from 
mine.  Her  own  "^ 

"BEEN." 

290. — The  n  hook  is  used  for  been  mostly  after  have, 
either  on  the  stem  V  or  inside  the  large  v  hook  on  a  curved 
stem.  Have  been  ^  ,  should  have  been  --&)--- 

"THAN." 

29J. — The  word  before  than  is  almost  invariably  an  ad- 
jective or  an  adverb  in  the  comparative  degree,  and  the  hook 
for  than  is  always  perfectly  legible  on  these  outlines.  Higher 
than  _..^__ 

"NOT." 

292. — The  n  hook  in  connection  with  halving  is  used  for 
not.  But  not  ^,  may  not  „ 


146  FINAL  HOOKS. 

"ANOTHER." 

293. — The  n  hook  in  connection  with  doubling   is  used 
for  another.     At  another     \    ,    with  another   — /--- 


TER  HOOK  PHRASES. 

294. — The  ter  hook  is  used  for  there,  their,  they  are  and 
other.  Other  always  takes  the  second  place  light  dash.  Up 
there  ^,  but  they  are  \,  at  other  _  Jj 

295. — The  s  circle  may  go  inside  the  ter  hook  to    add  a 
"circle"  word.     The   n  hook  can    be  written   inside  the     ter 
hook  to  add  own,  been  and  than.     But  there  is  ^,  had  there  been 
J    ,  rather  than  .__-^j  __>   by  their  own >> 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


READING  EXERCISE. 

\     Ll      /  ^  1 

__     __  _     /__    £  _A  -Jf—    T^ 

""£  ~  \>          tr^  '      I 

\)      (       (~J 

--\J /.__^O X^>---_~X 

\       ^v  ^      ~\  (  "    " 

T- \-  "X"          ~'f~ 

I  ^ 

_  <r"t~^ .j«-™ 

j  ^ 

__J:_    .-^--^ ./._._*...7, _, 


148  FINAL  HOOKS. 

WRITING    EXERCISE. 

Day  of,  city  of,  lack  of,  system  of,  knowledge  of,  on  the 
subject  of,  each  of  them,  each  of  which,  much  of  which,  reach 
of,  take  charge  of,  take  care  of,  did  you  have,  can  have  no, 
since  they  have,  but  we  have  no  objections,  that  have  ever, 
that  have  known,  that  have  now,  may  have  been  there,  may 
have  done  so,  they  have  done,  may  have  said,  as  we  have, 
as  we  have  never,  they  have  not  done  so,  which  have  been, 
which  have  anything,  which  have  become,  which  he  may 
have,  can  have  their,  can  have  the,  great  deal  of  their,  great 
deal  of  the,  much  of  their,  much  of  the,  part  of  their,  part  of 
the,  take  charge  of  their,  take  charge  of  the,  outside  of  their, 
outside  of  the,  back  of  their,  back  of  the,  may  have  their, 
may  have  the,  did  you  ever,  did  you  have,  all  our  own,  it  is 
your  own,  on  your  own  part,  all  have  been,  since  they  have 
been,  lower  than,  abler  than,  drier  than,  fuller  than,  cheaper 
than,  heavier  than,  darker  than,  simpler  than,  tighter  than, 
looser  than,  plainer  than,  but  not  this,  do  not  know,  do 
not  think,  do  not  understand,  did  not  do,  did  not  understand, 
did  not  know  anything  about  it,  had  not  been,  had  not  known, 
had  not  understood,  can  not  find,  can  not  find  any  such  thing, 
can  not  undertake,  can  not  express,  can  not  insure,  it  may 
not  be,  it  can  not  be  done,  it  will  not  be  done,  it  will  not  do, 
it  may  not  have  been,  but  another,  do  another,  did  another, 
give  another,  could  another,  shall  another,  should  another, 
on  another,  that  another,  yet  another,  at  another  time,  by 
another  one,  for  another  purpose,  if  another  man,  on  an- 
other occasion,  but  their,  up  there,  gave  there,  give  their, 
which  their,  are  there  many,  were  there  many  such  cases,  but 
there  is  nothing,  can  there  be,  at  other  times,  but  there  is, 
by  their  own,  at  their  own,  but  there  is,  which  there  is. 

SUCCESS  AND  HOW    TO  ATTAIN  IT. 

//  is  said  \  there  is  no  greater  problem  confronting  the 
young  man  \  at  the  threshold  of  life,  than  the  problem  of  suc- 
cess and  how  to  attain  it. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  149 

Some  of  the  greatest  philosophers,  statesmen,  and  men 
of  prominence  in  every  walk  of  life,  have  dwelt  on  this  sub- 
ject from  their  own  standpoint,  and  yet  after  all  that  may  have 
been  said,  the  question  of  success  and  its  attainment  lies  en- 
tirely with  the  individual  himself.  There  are  certain  funda- 
mental principles  which  characterize  a  man's  life,  which,  if 
thoroughly  inculcated  in  his  every  aim,  win  success.  No  man 
has  ever  taken  these  steps,  determined  to  live  up  to  the  full 
measure  of  the  meaning  of  these  that  did  not  succeed.  His 
success  may  not  have  been  a  financial  success,  because  financial 
success  is  not  always  success  in  this  world,  \  but  he  has  succeed- 
ed, and  the  measure  of  his  success  can  only  be  determined  in 
eternity. 


ISO  BREVES. 

LESSON  XXIX. 

BREVES. 


296. — /  when  not  phrased  is  indicated  by  roid*,  first  po- 
sition. It  is  phrased  initially,  medially  and  finally,  written 
either  roid  or  choid,  and  does  not  govern  position,  except  in 

phrases  composed  entirely  of  breves.     I  can  ~^_  ~  ,  I  gave  L , 

I  am  ... TT_>  I  know  , — ,  I  shall  J  _,  am  I  not  ..I7T7T..,  as 
/  _?_..  /  will .."..,  I  will  have  _*._,  7  will  not  __^_,  7  have  __f... 

OF. 

297. — Of  standing  alone  is  indicated  by  roid,  second  posi- 
tion. It  is  phrased  initially,  medially  and  finally,  written 
roid  or  choid,  and  does  not  govern  position,  except  in  phrases 
composed  entirely  of  breves.  Of  my  ,_^,_,  of  no  import- 
ance ..tr^m.,  place  of  __5x>_.,  of  all  ^  ,  of  all  their  ^ 

A-N-D. 

298. — The  a-n-d  breve  is  used  only  in  phrases,  initially, 
medially  and  finally,  indicated  by  poid,  made  downward  or 
upward,  and  does  not  govern  position.  A  few  — V— ,  in  a  mo- 
ment   ,  and  as  _*__.>  as  a  _ _'__ ,  and  is  --*--,  is  a  -x-, 

and  7_*__,  and  I  will  J '___,  and  as  I  _?_,  and  as  I  have  _.^_,  and 
as  the  _^__,  is  it  a  -^—,  and  as  it  is  a  *•,  and  as  there  is  a  fr. 

This  breve  is  used,  disjoined,  instead  of  the  ing  dot  for 
-ing  a-n-d.  Placing  a  \^ 

THE. 

299. — The  the  breve,  written  roid  or  choid,  is  used  only  in 
phrases,  medially  and  finally.  It  is  used  when  it  is  more  con- 

*The  breves  are  named  by  adding  oid  to  the  consonant 
which  the  breve  most    nearly  resembles;   as,      \     paid,     u 
noid. 


lyESSONS   IN   MUNSON   PHONOGRAPHY.  151 

venient     than   halving   or   the    small    loop  (^[  260).      After 
the        \  ,  faced  the   \^  ,  not  the    *-* 


This  breve  is  used,  disjoined,  instead  of  the  ing  dot  for 
-ing  the.  Making  the  ^~.  _  / 

HE. 

300.  —  He  standing  alone  is  indicated  by  toid,  second  posi- 
tion. It  is  phrased  initially,  medially  and  finally,  being  writ- 
ten toid  or  koid,  and  does  not  govern  position,  except  in  the 
phrases  he  would,  he  the,  he  said,  he  has  begun,  and  before  S 
and  Z.  He  can  _^7...,  he  did  ---!-•>  he  knew  .___^»  and  he  }_  , 
he  was  ~\~ 

HIM. 

30  J.  —  Hint  standing  alone  is  indicated  by  doid,  second 
position.  It  is  phrased  medially  and  finally,  being  written 
doid  or  goid.  In  some  cases  the  stem  H  is  preferred  to  the 
breve,  but  the  stem  should  not  be  used  finally  for  him,  to 

avoid  conflict  with  me.      Upon  him      ,      ,  find  him     ^   ,    of 

...  r__. 

him         ,  saw  him  there        ^ 

>  —  v 


HOW. 

302, — How  standing  alone  is  indicated  by  toid,  first  posi- 
tion. It  is  phrased  initially  and  medially,  being  written  toid 
or  koid,  and  does  not  govern  position,  but  is  not  joined 
initially  in  a  phrase  that  would  bring  it  down  to  or  below  the 
line.  The  stem  H  may  be  used,  instead  of  the  breve,  alone 
or  phrased  medially.  How  far  ^_  ,  for  how  many  __S^_^___, 
for  how  long  _^e^^r- 

HAVE. 

303* — Have  standing  alone  is  indicated  byjotd,  first  posi- 
tion. It  is  phrased  initially,  medially  and  finally,  and  does 
not  govern  position,  except  in  phrases  composed  entirely  of 
breves.  Stem  V  is  used  in  such  phrases  as  have  not,  have  an- 
other, etc.  R oid  is  used,  instead  oijoid,  in  the  phrases  have  the, 


152  BREVES. 

have  a,  have  an,  have   zve,  have  you,  have  your,  have  us,  and 
have  not.     Have  been  —  ^-,  does  have     J,   ,  have  not     ~ 

WHO-M. 

304. —  Who-m  standing  alone  are  indicated   by  joid,  third 
position.     The  breve  is  phrased  initially,  medially  and  finally 
and  governs  position.       Who  may  be  "*JS^")  f0  whom~—\ — ,   who 
will  _     ,  who  will  not —y,--,  who  are  --?--,  who  are  not  -;>--.  and 

X> 

who  ->-.     For  the  sake  of  legibility  of  whom  is  written 

•"'/ 

WITHOUT. 

305. —  Without  standing  alone  is  indicated  by  thoid,  first 
position.  It  is  phrased  initially,  and  governs  position.  With- 
out which  f 

WHEN. 

306. —  When  standing  alone  is  indicated  by  thoid,  second 
position.  It  is  phrased  initially,  and  governs  position.  It  is 
written  soid  before  K,  G,  S,  Z,  R,  R,  W,  koid  and  roid.  When 
it  is  ~~e^~  >  when  were  _^ 

WITH. 

307. —  With  standing  alone  is  indicated  by  thoid,  third 
position.  It  is  phrased  initially,  and  governs  position.  The 
stem  DH  is  used  in  the  phrases  with  all,  with  all  their,  with 
there,  with  reference,  etc.  With  advantage  ——j—  with  re- 
regard  --(-^r- 

WHAT. 

308. —  What  standing  alone  is  indicated  by  soid,  first  posi- 
tion. It  is  phrased  initially  (governing  position)  only,  except 
in  the  phrases  at  what,  to  what,  of  what,  and  with  what  (writ- 
ten — £— ).  What  can  is  not  phrased,  to  avoid  conflict  with 
we  can.  What  will  written  with  the  w  hook  on  L.  and  what 
else  with  the  w  hook  and  final  s  circle  on  L.  What  for  \^  _, 

to  what  — I  — 

3 


LESSONS   IN   MUNSON   PHONOGRAPHY.  153 

WOULD. 

309. —  Would  standing  alone  is  indicated  by  soid,  third 
position.  It  is  phrased  initially  (governing  position),  me- 
dially and  finally.  In  the  phrases  when  would,  where  would, 
that  would,  they  would  and  there  would  use  thoid  instead  of  soid. 
Before  M,  H,  Z,,and  in  would  not  and  would  there  the  stem  W 
is  used;  but  W  must  not  be  phrased  medially  or  finally  for 
would.  Would  give —- x^—>  it  would  be — 1™»,  how  would  _\_  , 

he  would  ^,  I  would -.  (to  contrast  with  of  what},  would 

make  ••-•*yz- ,  where  would 


WE. 

3JO. —  ^standing  alone  should  be  written  W,  third  posi- 
tion. In  phrases  it  is  written  thoid  or  soid,  initially  (not  gov- 
erning position),  medially  and  finally.  Before  M  and  H  the 
stem  W  is  used.  We  will  is  written  with  the  w  hook  on  L. 
We  feel  — -\~— -,  we  may  --~5V^~,  if  we  take  — V^---  — ,  we 

would      _,  would  we  -3_,  we  will  be  ~£\  — 

YOU-R. 

3JJ. —  You  standing  alone  is  indicated  by  moid  or  noid, 
third  position.  Your  standing  alone  is  written  Y,  third  posi- 
tion. Either  moid  or  noid  can  be  phrased  initially  (not  gov- 
erning position),  medially  and  finally,  for  you  or  your.  The 
stem  Y  is  used  in  the  phrases  you  are,  you  have  and  you*  own. 
You  know  ,  in  your  . ,  you  are  —{? — 

_-«--<L_-  *  ' -O          •' 

ENLARGED  SEMICIRCLE   BREVES. 

3J2. —  You-r  may  be  phrased  after  the  words  indicated  by 
thoid  and  soid  by  enlarging  the  breve.  Would  may  be  added 
by  enlarging  moid  and  noid.  What  you  say  J3  ,  you  would 
be  "- 


154  L,ESSOi^S  IN  M  UN  SON  PHONOGRAPHY. 

AW4Y,   WAY. 

3J3«  —  Way  and  away  may  be  indicated  in  the  middle  or 
at  the  end  of  phrases  by  thoid  or  soid.  In  some  way  ^f-^,  in 
this  way  **\  ' 

STRAIGHT  BREVES  IN   PROXIMITY. 

3J4.  —  The  con  dot  may  be  replaced  by  poid  for  a-n-dcon-, 
roid  for  I  or  of  con,  choid  for  the  con-,  and  koid  or  toid  for  he 
con-.  And  commence  ,  1  contend  <  ,  of  constant  $  ,  the 

__  -*»^P_  .  __J"  --  —  .-«-_—  .  -- 

conclusion  —7^--,  he  complains     \ 

"PROXIMITv"     FOR    OF. 

3J5.  —  Of  is  frequently  omitted  altogether.  Occasionally 
it  is  convenient  to  indicate  it  by  proximity;  that  is,  writing 
the  two  outlines  between  which  of  occurs  very  close  together. 
Or,  if  preferred,  proximity  may  be  used  to  indicate  of  the. 
End  of  this  •—(-.--,  date  of  the  bill 


FOURTH    POSITION. 

3J6.  —  To  and  too  are  frequently  indicated  by  what  is  known 
as  "fourth  position;"  that  is  writing  the  outline  of  the  word 
after  to  or  too  entirely  below  the  line.  Only  upright,  full 
length  strokes  should  be  written  in  fourth  position,  and,  more 
particularly,  outlines  which  would  be  read  in  any  position. 
Fourth  position  is  most  convenient  after  an  outline  ending 
below  the  line.  Fourth  position  outlines  are  usually  infini- 
tives. To  be  "\  ',  to  dismiss  ^  ,  too  much  ~^~ 

"FROM"  AND  "TO"    OMITTED. 

3J7.  —  From  and  to  in  connection  with  a  repeated  word 
are  indicated  by  writing  the  outlines  of  the  repeated  word 
joined  or  in  proximity.  From  year  to  year  __r_,  from  day 

to  day  || 


BREVES.  155 

READING  EXERCISE. 


1-  ->-^--v-^-      -V 

2  /     k 

fe"  — XT*— -- <r 


-^-   -X : 


7  --------       --~  ---------------------------------  r—  y  -->nr  -----  ^ 

)  .  v 

- 


P  ^,      ^   %~ 

5  f    $    t  ! 

"V          0   "  oJ 


[._"    L 


156  BREVES. 

WRITING  EXERCISE. 

I  am  glad,  I  am  never,  I  am  not  in  the  habit,  I  am  very 
sorry,  I  am  surprised,  I  believe  there  was,  I  cannot  say  any- 
thing, I  decline  to  say,  I  mean  to  say,  I  do  not  intend,  I  do 
not  think  there  is,  I  do  not  know  anything  about  it,  I  have 
known,  I  have  never  been,  I  have  no  doubt,  I  may  be  able  to, 
I  may  have  been,  I  need  not  say,  I  suppose  there  is,  if 
I  may  be,  for  I  am,  for  I  have,  that  I  have,  if  I  have,  though 
I  have,  of  some  kind,  of  this  matter,  of  no  account,  of  course 
there  is,  of  your  opinion,  of  all  such,  of  all  those,  of  all  these, 
form  of  a,  dispose  of,  increase  of,  and  which  has  been,  an  of- 
fer, a  very  great,  a  protest,  a  list,  and  claimed,  an  impression, 
force  a,  gives  a,  before  and  after,  and  as  he  must,  and  I  think, 
and  as  I  do  not,  that  is  a,  and  as  I  have  no  means,  and  as  it  is 
not  necessary,  and  as  there  is  no,  losing  a,  going  and,  setting 
an,  opening  and,  proving  a,  opened  the,  bent  the,  attend  the, 
don't  the,  joined  the,  select  the,  render  the,  entertain  the, 
complete  the,  explained  the,  placed  the,  examined  the, 
against  the,  gaining  the,  retaining  the,  lifting  the,  securing 
the,  extending  the,  urging  the,  he  might,  he  placed,  he  in- 
tended, he  said,  he  has  begun,  deprive  him,  appoint  him,  urge 
him,  count  him,  through  him,  over  him,  how  often,  how  many, 
how  little,  how  high,  how  wide,  how  thick,  how  deep,  how 
dark,  how  few,  how  do  you  know,  how  can  you  tell,  how  does 
this,  how  can  this  be,  have  gone,  have  caused,  have  remained, 
have  all,  have  our,  have  I,  have  his,  have  the,  have  a,  have 
we,  have  you,  have  us,  who  can,  who  must  be,  who  is  not, 
about  whom,  in  whom,  who  are  expected,  between  whom, 
upon  whom,  with  this,  with  such,  with  them,  with  that,  what 
sort,  what  do  you,  what  did  you,  of  what,  that  is  your,  what 
all,  what  else,  would  keep,  would  remain,  that  would,  they 
would,  these  would  be,  I  would  do  so,  there  would  be,  when 
you  do,  what  you  demand,  you  would  never,  and  considering 
the,  I  continue,  of  considerable,  the  commencement,  he  com- 
promised. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  157 

CAUTIONS. 

3J8. — When  are  must  be  written  by  a  stem  sign  at  the 
end  of  a  phrase,  the  stroke  R  is  used  to  distinguish  it  from 
were.  There  are  ___(___>  there  were  Cx 

3J9. —  That  is  always  half  length  in  the  middle  or  at  the 
end  of  a  phrase,  to  be  distinguished  from  them.  Take  that 
-.l__ 

320. —  Time  is  always  written  in  full,  except  in  at  all  times 
and  at  the  time,  and  where  the  t  can  be  indicated  by  halving. 
At  this  time  \  ,  at  all  times  D-»  ,  at  the  same  time  ...t^..> 

"t" 
at  the  time    """^ 

32J. — Mr.  when  joined  to  the  following  word,  especially 
a  proper  name,  does  not  govern  position.  Mr.  Smith  —  ^7(-- 

322» — Far  is  written  with  the  R  hook  in  the  phrases  how 
far  and  so  far.  In  every  other  case  the  R  stem  must  be  used. 

323. —  Could,  did  and  should  should  not  be  joined  to  the 
preceding  word,  but  they  may  be  used  at  the  beginning  of  a 
phrase.  Some  writers,  however,  phrase  these  words,  making 
them  half  length,  to  distinguish  them  from  can,  do  and 
shall.  It  can  be  — |~- — ,  /'/  could  be  —  I- 


324. —  Could  not  is  never  phrased  to  the  preceding  word, 
yielding  to  cannot. 

325. — Shall  not  and  should  not  are  written  SH-Nt,  when 
the  next  word  can  be  joined  on.  Shall  not  be  done 


326. — At  least  is  distinguished  from  at  last  by  changing 
the  Z  to  L. 

327. — Can't,  couldn't,  shan't,  shouldn't,  wouldn't,  won't, 
didn't,  etc.,  and  the  corresponding  full  forms,  are  usually 
written  alike.  But  where  it  is  necessary  to  make  a  distinc- 
tion, can  not,  etc.,  are  separated. 

328. — Part  is  generally  written  Prt  in  phrasing.  On  my 
part  __ 


158  TICK  AND  BRIEF  SIGN  PHRASES. 

329. — See  is  always  vocalized  in  phrasing,    to   be    distin- 
guished from  say  and  so.       Did  you  say  anything  —c\---  — ,     did 


you  see  anything 

330.  —  Else  takes  L  in  phrasing,  to  be  distinguished  froin 
less.  Anything  else  ~~^*Y"~ 

33  J.  —  Purpose  is  written  simply  P  in  phrasing.  For  this 
purpose  ^  ____ 


^  ____ 


332.  —  Half  length  V  for  of  the,    the    old    form,    is    some- 
times used  now,  where   it   seems    specially   convenient.      On 
account  of  the  _^H^_ 

333.  —  Or  is  sometimes  written  R,   usually  after    a    down 
stroke.      Day  or  two  ago  IXl 


LESSONS  IN  MUNSON  PHONOGRAPHY.  159 

SPECIAL  PHRASES. 

334. — The  student  who  has  learned  the  rules  of  phrasing 
given  in  this  book,  will  easily  remember  the  phrases  given  in 
the  exercises  and  will  be  able  to  invent  many  others  in  the 
course  of  his  practice.  Practical  reporters,  however,  have 
adopted  still  other  phrases,  which  are  more  arbitrary  and  dif- 
ficult to  learn,  but  their  usefulness  more  than  repays  the 
effort  made  to  learn  them.  The  list  upon  the  following  pages 
is  given  for  the  benefit  of  the  pupil. 

335. — The  word  signs  and  phrases  given  in  this  book  will 
be  useful  to  every  reporter,  but  they  will  hardly  answer  all 
the  requirements  of  his  work.  With  those  already  given  as 
a  guide,  he  will  invent  such  others  as  are  made  necessary  by 
the  peculiar  necessities  of  his  work. 


160  SPECIAL  PHRASES. 

SPECIAL  PHRASES. 

According  to — L__.  Baptist  Church -, /. 

According  to  a Bear  in  mind 

According  to  the __ _.7_ Before  or  after 


According  to  your  .......  ___  _T1  ____  Before  or  since 


According  to  that  .......  ____        __Best  of  my  belief 


According  to  agreement.  __          ...  Best  of  my  knowledge.  .  .._^6^ 
At  first  ..................  ____  _  ____  Bill  of  lading- 


At  any  rate  .....  ........  _____  .....  Bill  of  sale 

p  _  p 

At  all  events  .............  ----------  Can  you  state  ............ 


Absolutely  necessary... ..-. Constitution  of  the  U.  S. 

Act  of  Congress Could  you  state 


c~f 
Again  and  again __rr5_,_.. Court  of  Justice 


Anybody  else -_v_ „ Cross  examination 

o 

Anything  else — v_^->^-    Day  or  two  ago 

Anything  less -~^^J^--  Day  time l-^. 

As  a  matter  of  course. . .  Ji^^II.'Do  you  remember __U^ 

As  a  matter  of  fact .^^^--. During  the  time 

T- — s. 

e 

As  far  as  you  can _-^v- — Eastern  States 


As   far    as    you   may  be--^r>_--  Eight  or  ten 

able  to  ~ 

As  far  as  they  ...........  -—  -f  ----  Everlasting  life 


V  f 

At  the  last  moment  ......  ---------  ,  Every  one  ...............  ____  >o 

0 
At  your  place  of  business..  _i  -  ____  Fellow  citizens  ...........  ___  \ 


LESSONS  IN  MUNSON  PHONOGRAPHY.  161 

First  place k~ —  In  consequence __ 

NO 

First  rate ._._^.._.In  full .„_(* 

First  time .„ V^> In  like  manner 

For  ever  and  ever _N. In  most  cases 0... 

For  the  first  time ___L In  order  that 

U-x 
For  the  last  time .i«/_U-^ In  point  of  fact 

For  the  purpose  of <^ In  some  of  the 

For  this  purpose — X  —  Instead  of  the 

X 
Gentlemen  of  the  jury. .  — -/S^-—\VL  the  first  instance 

Great  Britain  and  Ireland --^\/,—  In  the  first  place 

Great  majority  of  cases  . .  (-^r^y-^-.In  the  next  place 

Greater  or  less .  .-<^-x In  reply  to  your  favor  — 

v   V13 


Habeas  corpus ...^_-\  .In  reply  to  your  letter 


Half  an  hour :r^_. .In  response  to --  <i_o -- 

o 

Honorable  Gentleman  . In  respect  to —  <j_o- 

House  of  Commons -  -    In  receipt  of  your  favor 


,._,,  - 

C. 

House  of  God -         --In  regard  to — (.,_. 


House  of  Representatives It  must  not  be 

How  do  you  remember. . . L— -__  It  has  been  said 

How  far It  is  therefore __  L--| 

How  long  have  you  been.  -J'T^  __.It  may  as  well .. 

In  consideration. .  .__L It  is  well  known _. 


162  SPECIAL  PHRASES. 

It  must  be  ...............  __|  _______  More  than  any  other  .  .  .  .- 


- 

Just  as  good  as  ..........  ___2c  ____  Mr.  Chairman  ...........  — 


Just  as  much  as  .........  __.&*}  ____  Mr.  President  ..........  ---   -HP- 

Just  as  soon  as  ..........  --  Q_p  ___  Most  important  .........  _^-tr^\- 

Just  as  well  as  ...........  ____  &-—  Most  likely  ..............  _/-*_I 

Ladies  and  gentlemen.  .  .  _._!  Jo---  Most  of  the  time  .........  ,_^»  _- 


Last  night  ................  _______  Much  more  than  ......... 

i^°\>  /O 

Last  past  ................  ________  Must  also  ...............  -<"* 

Last  week  ...............  __     Jm.  Must  always  be 

Si 
Last  will  and  testament  .  _________  Must  be  able  to  .........  _.^-<x-_- 

Less  than  ...............  ___  (j.  ____  Must  be  made  ............  -^~  ?\-- 


Little  else  ................  ..Sb—  Must  do  something  ...... 

^-x_. 


s-*_-. 

*~^^ 
Little  less  ..............  .._/_  _____  Must  have  been  .......... 


Little  while  ago  .........  ./TI-JTr"-  Must  know 


Long  after  that /X.-.Must  make. 

May  as  well -^~ i----Must  not.  .  . 


Mean  to  beunderstood  ------  ^-  ^-Must  say  ................  -. 

T 

Member  of  Congress  ......  .^-^r^.-  Must  see  ................  .__^-tx_ 

Meuiberof  the  legislature.  -s~-S7^~  Next  thing  ..............  _  —  %^~ 


Meth't  Episcopal  Church  _       ____  No,  sir  ........  . 

\= 

More  and  more  ..........  _/C~X~N  .North  America 

More  or  less  .  _<r-  /?__  Northern  States 


LrESSONS   IN  MUNSON   PHONOGRAPHY.  163 

Notwithstanding  the  f act- --^W\_._  President  of  the  U.  S ~f— 

-?  * 

Now  and  then —  -_v).__  Prorata 

One  or  two -_\_--Real  estate 

On  my  own  part Right  and  wrong _T 

On  my  part Right  or  wrong 

On  one  or  two  occasions .  ^^7^^ ._  Said  and  done J 

l_3  J 

On  our  account Said  or  done 

On  the  contrary Secretarj'  of  State 

On  the  other  hand 7 Secretary  of  the  Treasury 

*~i 

On  the  other  side  of  the_-/_ Seems  to  have  been* ..... 

case y 

Once  in  a  while . .  .  JT^K  —  Set  forth . . 


Once  or  twice. .  _7V_       So  far  as  it  is. . 

c 

One  or  more _.~^x~ •>  ..So  as  to  be 

Over  and  above _._!\ So  far  as  I  am  concerned  . 

Party  of  the  first  part .L.. So  long  ago ._ 

of  the  second  part  —  ?\ So  to  speak 


Peculiar  circumstances  of -_\ Some  one 

the  case. . 


Per  annum  .............  Jsx_  _____  Some  one  or  other  ....... 

Percent  ..................  _\/^  ^Standstill 

Point  of  view  .........     .  ____    ____  Such  as  we  have  .......  ___  <»C  ____ 


Postal  card  ..............  .^il  ____  Such  as  we  were 

Presbyterian  Church  ____  ___  .%,  ____  Than  there  was 


.__---. 
........  .JU  _______ 


164  SPECIAL  PHRASES. 


That  has  ever  been -\i—  What  of  that 

That  is  all -.£—-  What  of  the _ 

That  was  all X^—  What  were  you - 

This  morning -(^c Where  there  has  been 

s> 

To  a  certain  extent __L^ Where  was  your  place  of -<^7 

business \ 

To  all  intents ._ Whether  or  not _-_lN__ 

Jp  A 

s 

To  sell i Whether  you  are __— Z\. 

.^_-j>.-_ With  all  that ...n... 


Under  the  circumstances.- — j>.___With  all  that. 


Under     all    the    circum-  _^. f___  With  reference  to. 

stances  of  the  case. . . 

Upon  the  part  of  the X With  regard  to. . . 


Up  to  the  time __\ With  relation  to .__(  o 

Very  great  extent —$*ef With  respect  to --(/^ 

Very  seldom ._  \«, Will  you  look ./^l, 

Vice  versa. .  .  -~"V-.-/VYear  and  a  half. . 


Viva  voce  ................  -__^!_--  Year  or  two 


Vice  President  .............  J^^...  Years  and  years  ......  .  .  .  _____  _sz. 

r 


Was  or  was  not  ..........  _..  _______  Years  of  age 

Ways  and  means  ........  _..7V-s>—.  Years  old  ...............  _„  -/r_ 

Week  or  ten  days  .........  ____  y/\~  Yes  or  no 


What  are  you You  must  bear  in  mind. . 


What  did  you _.          ..  Young  man 


.._  Young  men 


What  of  it 


LESSONS  IN  MUNSON  PHONOGRAPHY.  165 

COURT    REPORTING. 

336* — Court  Reporting  is  generally  considered  the  high- 
est form  of  shorthand  writing,  on  account  of  the  difficulty  of 
the  work  and' because  it  requires  the  highest  rates  of  speed. 
It  also  requires  considerable  knowledge  of  the  law.  The 
student  who  is  ambitious  to  become  a  court  reporter  will  have 
to  begin  his  work  as  a  stenographer  in  some  other  line, 
preferably  in  a  lawyer's  office,  and  devote  his  spare  time  to 
speed  practice  and  posting  himself  in  legal  matters.  In  order 
to  give  the  student  some  insight  into  court  work,  the  follow- 
ing sketch  is  given  of  the  proceedings  in  a  trial. 

"PARTIES." 

337* — The  person  bringing  a  suit  against  another  person 
is  called  the  plaintiff,  and  the  person  against  whom  the  suit 
is  brought  is  called  the  defendant.  Frequently  there  are  more 
than  one  person  on  either  side.  The  plaintiff  and  defendant 
are  referred  to  collectively  as  the  parties  to  the  suit.  In  a 
criminal  case,  the  prisoner  is  referred  to  either  as  the  defend- 
ant or  the  prisoner. 

PROCEDURE. 

338. — A  case  being  called,  the  method  of  procedure  is  as 
follows:  ist,  the  jury  is  impaneled;  2d,  plaintiff's  counsel 
makes  a  statement  of  his  side  of  the  case;  3d,  plaintiff's  wit- 
nesses are  produced  and  examined;  4th,  defendant's  counsel 
makes  a  statement  of  his  side  of  the  case.  5th,  defendant's 
witnesses  are  produced  and  examined;  6th,  additional  testi- 
mony in  behalf  of  plaintiff;  yth,  additional  testimony  in  be- 
half of  defendant;  8th,  argument  before  the  jury  by  defend- 
ant's counsel;  gth,  argument  by  plaintiff's  counsel;  loth, 
judge's  charge  to  the  jury;  nth,  the  verdict;  i2th,  notice  of 
appeal,  new  motions,  etc.,  if  any  are  made. 

EXAMINATION    OF    WITNESSES. 

339. — In  the  examination  of  the  witnesses,  the  following 
is  the  order  of  procedure:  ist,  the  witness  is  sworn  by  the 


166  COURT  REPORTING. 

clerk  of  the  court;  2d,  the  attorney  for  the  side  producing  him 
asks  him  his  name,  residence,  occupation,  and  what  he  knows 
about  the  case  on  trial — which  is  called  the  direct  examina- 
tion; 3d,  the  attorney  for  the  other  side  examines  the  witness, 
which  is  called  the  cross-examination;  4th,  the  witness  may 
be  further  examined  by  the  side  calling  him,  which  is  called 
re-direct  examination;  5th,  the  opposing  attorney  may  be  al- 
lowed to  examine  the  witness  again,  which  is  called  re-cross 
examination.  While  the  witness  is  being  sworn,  the  reporter 
writes  the  name  in  longhand,  followed  in  shorthand  by  "di- 
rect examination  by  Mr.  —  — ." 

METHOD  OF  INDICATING  QUESTION    AND    ANSWER. 

340. — The  paper  used  by  court  reporters  generally  has  a 
line  ruled  down  each  page  about  an  inch  from  the  left  hand 
margin,  and  sometimes  there  is  another  line  about  two  inches 
from  the  margin.  These  lines  enable  the  reporter  to  indicate 
questions  and  answers  without  writing  the  words  question  and 
answer.  All  questions  are  started  at  the  line  one  inch  from 
the  margin;  and  if  the  question  extends  beyond  one  line  of 
writing,  each  subsequent  line  is  started  at  the  first  marginal 
line.  If  the  question  is  short,  the  answer  may  be  begun  on 
the  same  horizonal  line,  about  an  inch  beyond  where  the 
question  ends.  Generally,  however,  the  answer  is  started  on 
the  line  of  writing  below  the  question  and  at  the  second 
marginal  line  above  referred  to.  In  long  answers  the  suc- 
ceeding lines  of  writing  do  not  extend  to  the  left  of  the  second 
marginal  line. 

34J. — A  narrow  page  is  preferable  for  court  reporting,  on 
account  of  the  great  number  of  short  questions  and  answers, 
and  also  because  greater  speed  can  be  attained  with  short 
lines  of  writing. 

THE    MARGINAL    SPACE. 

342. — In  the  blank  space  down  the  left-hand  side  of  the 
page  are  written  the  names  of  the  attorneys  who  conduct  the 


LESSONS  IN  MUNSON  PHONOGRAPHY.  167 

examination  of  the  witnesses,  or  who  interrupt  the  examina- 
tion with  objections  or  questions  addressed  to  the  court. 
Whenever  the  judge  speaks,  the  outline  for  judge  or  for 
court  is  written  in  this  marginal  space. 

When  an  objection  is  made,  the  reporter  writes  B-T  in 
this  marginal  space,  followed  by  the  attorney's  name  and  the 
substance  of  his  objection — though  sometimes  this  last  may 
be  omitted.  The  action  of  the  court  is  indicated  by  "objec- 
tion sustained"  or  "overruled,"  followed  by  "exception,"  if 
one  is  taken.  By  the  aid  of  this  marginal  space  the  reporter 
is  able  to  find  quickly  any  point  in  his  notes  to  which  it  may  be 
necessary  to  refer. 

Court  reporters  are  constantly  called  upon  to  read  por- 
tions of  their  notes  in  court  when  discussions  arise  as  to  what 
has  been  said,  and  they  must  be  prepared  to  read  both  ac- 
curately and  rapidly. 

REPORTER  USES  BOTH  EYES  AND  EARS. 

343* — Notes  must  also  be  made  of  the  actions  of  the 
counsel  and  witnesses  in  the  exhibition,  inspection  and  man- 
ipulation of  papers,  books,  samples,  machines,  and  various 
other  articles. 

THE     REPORTING     "STYLE." 

344, — The  shorthand  notes  of  court  reporters  are  dis- 
tinguished from  the  writing  of  reporters  in  other  work  by  the 
use  of  every  possible  speed  expedient.  The  principal  speed 
expedients  are  phrasing  and  omission  of  words.  Court  re- 
porting admits  of  more  and  longer  phrases  than  any  other 
shorthand  work,  on  account  of  the  colloquial  language  so 
largely  used.  Further,  the  same  words  and  the  same  expres- 
sions recur  so  frequently  that  many  such  words  as  of,  the,  a, 
to  and  of  the,  of  a,  to  the,  etc.,  can  be  omitted  in  certain  con- 
nections. Reporters  also  invent  many  word  signs  which  are 
specially  adapted  to  their  work. 


168  COURT  REPORTING. 

VERBATIM   REPORTING, 

345. — The  language  of  witnesses  is  always  taken  verba- 
tim, with  mispronunciations,  grammatical  errors,  etc.,  indicat- 
ed as  closely  as  possible,  that  the  record  may  represent  wit- 
nesses faithfully.  Frequently,  merely  the  substance  of  the 
remarks  made  by  the  judge  and  the  attorneys  is  noted,  but  it 
requires  experience  to  know  when  to  do  so;  the  beginner 
would  better  report  as  nearly  verbatim  as  possible.  Legal 
references  made  by  the  attorneys  (to  volume  and  page  num- 
bers) should  be  accurately  noted,  and  often  it  is  well  to  give 
the  opening  and  closing  words  of  the  reference. 

346. — The  stenographer  who  aspires  to  be  a  court  re- 
porter must  first  learn  the  phrases  and  short  outlines  used  in 
ccurt  work;  second,  practice  most  diligently  for  speed  in 
•writing,  and  just  as  diligently  (if  not  more  so)  for  rapidity  and 
accuracy  in  reading  his  notes;  third,  practice  sermon,  lecture 
and  general  reporting,  to  overcome  the  nervousness  that 
usually  attends  an  appearance  in  public;  fourth,  study  of  and 
practice  in  transcribing  court  notes;  fifth,  study  of  legal 
papers  and  legal  matters  in  general. 

TECHNICAL  AND  GENERAL  REPORTING — AMANUENSIS  WORK. 

347. — There  are  other  lines  of  shorthand  work  that  are 
just  as  difficult  as  court  reporting,  though  not  always  requir- 
ing such  high  speed.  Under  the  head  of  general  reporting 
are  legislative,  convention  and  lecture  reporting.  Each  of 
these  requires  a  perfect  command  of  short  hand,  absolute 
self  control  on  the  part  of  the  reporter,  and  considerable  ex- 
perience and  knowledge  of  men  and  affiairs.  Under  the  head 
of  technical  reporting  comes  the  reporting  of  scientific  lectures 
and  the  reports  of  meetings  of  scientific  bodies.  This  work 
requires  a  thorough  knowledge  of  the  subjects  discussed,  and 
experts  in  such  lines  have  always  been  few  and  in  great  de- 
mand. There  is  also  a  demand  for  court  reporters  who  are 
experts  in  some  other  line;  especially  to  be  named  in  this 
connection  are  the  medico-legal  reporters.  Under  the  head 


LESSONS  IN  MUNSON  PHONOGRAPHY.  169 

of  amanuensis  work  is  to  be  mentioned  first  the  labor  of 
assisting  an  author  in  preparing  the  manuscript  for  a  book. 
This  work  does  not  require  great  speed,  but  it  often  requires 
a  knowledge  of  the  subject  discussed  in  the  book  and  the 
ability  to  help  the  author  express  his  thoughts  in  the  best 
English. 

348. — Commercial  stenographers  should  not  suppose 
that  there  is  an  abyss  between  themselves  and  the  pro- 
fessional writers  above  mentioned.  Even  the  lowliest 
office  stenographer  can  do  successful  work,  and  win  the  es- 
teem of  his  employer,  only  by  combining  with  speed  and 
accuracy  in  shorthand  and  typewriting  work  general  efficiency, 
utility  and  reliability  in  all  emergencies  that  rise  in  the 
office. 


170  READING  NOTES. 

GENERAL  OBSERVATIONS  ON  READING  NOTES. 

349. — In  reading  over  shorthand  notes,  especially  in 
reading  aloud,  the  stenographer  should  keep  glancing  ahead 
to  see  what  is  coming.  In  this  way  he  can  keep  in  mind  the 
general  drift  of  the  matter  he  is  reading,  and  is  more  likely  to 
catch  the  meaning  of  the  more  difficult  outlines. 

350. — It  is  not  wise  to  stop  and  study  over  a  difficult 
outline.  The  whole  sentence  should  be  looked  over,  and  in 
most  cases  the  general  sense  of  the  sentence  will  show  what 
the  troublesome  outline  stands  for.  In  those  cases  where  the 
stenographer  can  discover  the  general  meaning  of  an  outline, 
and  yet  cannot  exactly  identify  the  word,  a  book  of  synonyms, 
or  better  still,  a  thesaurus  will  solve  the  problem.  The 
thesaurus  is  a  book  in  which  words  are  grouped  according  to 
their  meaning,  synonyms  and  antonyms  being  arranged  in 
parallel  columns.  An  example  from  actual  practice  will  show 
how  it  is  used.  A  certain  outline  in  the  notes  of  a  letter  on 
steam  boilers  looked  like  K-Zs-Z,  or  K-Zs-M.  After  some 
study  it  was  discovered  that  the  outline  was  a  synonym  of  the 
word  large.  On  reference  to  the  thesaurus,  in  the  words  in- 
dicating size,  was  found  the  word  colossal,  which  was  the 
word  required. 

35J. — If  an  outline  baffles  the  first  few  attempts  to  read 
it,  the  stenographer  should  then  proceed  on  the  supposition 
that  the  outline  has  been  written  incorrectly,  and  see  what 
he  can  make  out  of  the  outline  by  supposing  the  position  of 
the  outline,  the  direction,  shading  or  length  of  certain  strokes, 
the  direction  of  hooks,  etc.,  to  be  changed.  The  attempt  to 
discover  such  errors  will  be  rendered  much  easier,  when  the 
stenographer  knows  what  particular  error  he  is  most  liable  to 
make.  All  stenographers  are  liable  to  make  errors  under  the 
excitement  of  rapid  writing,  but  each  stenographer  is  subject 
to  particular  errors,  e.  g. ,  in  very  rapid  dictation  some  writers 
frequently  make  P  for  CH. 

352. — When  all  attempts  to  read  an  outline  fail,  some 
word  must  be  inserted  that  will  complete  the  sense  of  the 


LESSONS  IN  MUNSON  PHONOGRAPHY.  171 

sentence  and  express  the  author's  meaning.  It  is  worse  than 
folly  to  insert  some  word  that  seems  to  fit  on  an  outline, 
without  any  reference  to  the  meaning  of  the  sentence. 

353. — As  a  general  rule,  an  understanding  of  the  subject 
upon  which  the  dictator  is  speaking,  strict  attention  to  his 
words,  and  the  exercise  of  the  memory  as  far  as  it  will  go,  will 
enable  the  stenographer  to  make  out  many  outlines  which 
would  otherwise  be  hopeless. 

354*— When  the  stenographer  loses  any  part  of  a  dicta- 
tion, a  blank  space  should  be  left,  generally  just  long  enough 
to  accommodate  the  words  lost.  Frequently  a  fairly  good 
transcript  can  be  secured  from  notes  with  the  omissions  thus 
indicated,  which  would  be  impossible  with  the  notes  written 
solid. 

355. — The  periods,  especially  if  the  stenographer  uses 
the  long  lines,  should  be  inserted  freely,  even  where  the 
transcript  will  take  a  colon  or  a  semicolon.  Too  many 
periods  are  far  preferable  to  too  few.  They  help  greatly  in 
reading  the  notes.  Commas  are  not  usually  indicated,  but 
occasionally  it  is  convenient  to  indicate  a  comma  by  writing 
the  outlines  that  immediately  precede  and  follow  it  a  little 
farther  apart  than  the  regular  spacing, 

356. — The  student  should  not  fall  into  the  grievous  error 
of  supposing  that  all  he  has  to  do  after  going  through  the 
text-book  is  to  practice  for  "speed."  Continued  practice  may 
increase  his  manual  dexterity,  but  in  itself  it  cannot  make 
him  a  stenographer.  It  is  only  by  the  most  constant  and 
thorough  reading  and  study  of  the  shorthand  notes  that  the 
student  will  make  any  real  progress.  The  student  should 
spend  as  much  time,  hour  for  hour,  in  reading  as  he  does  in 
writing.  This  study  gives  the  student  not  only  readiness  and 
accuracy  in  reading  his  notes,  but  shows  him  what  errors  in 
writing  he  is  most  liable  to  make.  It  is  a  most  excellent 
idea  in  reading  over  shorthand  notes  to  use  ink,  if  the  notes 
were  written  with  a  pencil  (and  vica  versa),  and  correct  all 
errors  discovered  in  the  notes,  perfecting  badly  written 


172  READING  NOTES. 

characters,  and  inserting  the  punctuation,  The  reading  of 
notes  a  week  or  more  old,  studying  the  notes  of  other  steno- 
graphers and  the  engraved  notes  in  the  shorthand  magazines, 
is  good  practice,  but  nothing  is  better  than  reading  notes 
when  they  are  fresh,  and  correcting  all  the  errors  found. 

357. — Shorthand  notes  should  not  occupy  the  full  width 
of  a  page  in  the  note  book;  an  ample  margin  should  be  left 
down  each  side  of  the  page,  the  left  hand  margin  preferably 
a  little  the  wider.  Keeping  the  notes  in  the  center  of  the 
page  secures  an  increase  in  the  speed  of  writing,  neater  and 
more  legible  notes,  and  space  in  which  to  write  any  correc- 
tions or  memoranda  that  may  be  necessary. 

358* — It  is  a  most  excellent  idea  to  inclose  in  a  ring  any 
outline,  just  after  it  is  written,  which  the  stenographer  knows 
to  be  badly  or  incorrectly  written,  or  to  which,  for  any  rea- 
son, he  may  desire  to  have  his  special  attention  called  when 
he  comes  to  transcribe  his  notes. 

359. — The  student  is  very  apt  to  drop  all  vowels  in  his 
writing  after  he  has  learned  the  contractions  and  got  into 
phrasing.  But  as  practice  brings  him  speed  (so  that  he  has 
time  to  vocalize),  and  experience  shows  him  his  error,  he 
will  begin  to  vocalize  all  proper  names,  scientific  and  unusual 
words,  and  finally  will  learn,  almost  by  instinct,  to  vocalize  a 
very  common  outline,  when  it  comes  in  such  a  peculiar  con- 
nection that  it  can  be  translated  in  more  than  one  way. 

360. — Stenographers  in^commercial  lines  cannot  be  too 
careful  with  outlines  indicating  quantity:  par  and  bar,  pints, 
points  and  pounds,  and  similar  words,  if  confounded,  might 
make  serious  trouble. 

36J. — Numbers  are  written  in  figures,  except  one  and  six 
— one  would  be  mistaken  for  "which"  and  six  for  "those.'" 
Even  hundreds,  thousands,  millions,  etc.,  take  a  shorthand 
outline  in  the  place  of  the  final  ciphers.  Or  between  two 
numbers  may  be  indicated  by  writing  the  second  number  in  first 
position;  to,  by  writing  the  second  number  in  fourth  position. 
It  is  a  good  plan  to  "echo"  back  figures  as  they  are  dictated. 


LESSONS  IN  MUNSON  PHONOGRAPHY.  173 

GENERAL    SUGGESTIONS. 

MATERIALS. 

362. — The  pen  is  by  far  the  best  instrument  with  which 
to  write  shorthand,  since,  on  account  of  its  spring,  it  moves 
over  the  paper  like  a  thing  of  life;  whereas,  the  pencil 
possesses  no  elasticity.  A  gold  pen  is  preferable  to  a  steel 
pen,  as  it  is  smoother  and  is  always  in  condition  to  be  used. 
A  smooth,  medium  pointed  steel  pen  may  be  used,  but  a 
fresh  pen  should  be  taken  after  a  few  hours'  work.  A  short 
nibbed  pen  is  best  for  shorthand  writing,  with  medium  point 
and  spring.  The  reporter  will  have  no  difficulty  in  finding  at 
any  stationer's  a  gold  pen  suited  to  his  hand  and  style  of 
writing.  A  gold  pen  set  in  a  reversible  holder  makes  a  most 
excellent  equipment.  The  holder  should  be  as  large  as  the 
writer  can  conveniently  handle,  as  small  holders  tire  the  hand 
in  continuous  work.  Only  fluid  ink  should  be  used,  as  it  does 
not  clog  the  pen  and  will  respond  to  the  most  rapid  move- 
ment of  the  reporter. 

363. — If  a  pencil  be  used,  care  should  be  taken  to  select 
an  article  of  good  manufacture  and  medium  hardness.  There 
are  several  makes  oi  stenographic  pencils  on  the  market  which 
do  satisfactory  work.  For  shorthand  writing  the  pencil  should 
be  sharpened  at  a  much  shorter  bevel  than  for  ordinary  writ- 
ing. The  stenographer  should  have  half  a  dozen  pencils 
sharpened  and  at  hand  ready  for  instant  use  as  soon  as  the 
point  of  one  pencil  becomes  broken  or  worn  down. 

364. — Every  stenographer  should  become  accustomed  to 
the  use  of  both  pen  and  pencil.  While  much  better  work  can 
be  done  with  the  pen,  there  are  some  situations  in  which  the 
use  of  a  pencil  is  necessary.  Fountain  pens  have  been 
brought  to  such  perfection  now  that  many  stenographers  use 
them  exclusively.  They  combine  the  excellent  writing  quali- 
ties of  a  gold  pen  with  the  convenience  of  a  pencil. 

365. — Most  reporters  use  note  books,  though  the  work  of 
some  reporters  requires  the  use  of  separate  sheets.  Note 


174  GENERAL  SUGGESTIONS. 

books  come  in  all  sizes  and  shapes — end  and  side  opening — 
to  meet  all  requirements  and  preferences.  Note  books  for 
pen  work  should  be  made  with  heavy,  smooth  paper;  while 
pencil  books  should  be  made  with  thin,  rough  paper. 

TURNING    THE    LEAVES. 

366. — As  the  reporter  nears  the  bottom  of  the  page  in  his 
note  book  he  should  grasp  the  sheet  in  his  left  hand  and  be 
prepared  to  turn  it  over  the  instant  the  last  word  on  the  page 
is  written.  With  end  opening  books  it  is  well  to  draw  the 
page  up  with  the  left  hand  as  the  writing  proceeds,  in  order 
to  keep  the  right  hand  on  the  book  all  the  time,  and  also  that 
the  hand  may  have  a  short  space  to  travel  to  reach  the  top 
line  on  the  next  page. 

MANNER    OF    HOLDING    PEN    OR    PENCIL. 

367* — The  pen  or  pencil  should  be  held  as  loosely  as 
possible  in  the  hand,  and  in  the  position  most  comfortable  to 
the  writer.  Most  reporters,  however,  find  it  best  to  hold  the 
instrument  of  writing  between  the  first  and  second  fingers. 
A  pencil  is  held  almost  vertically,'  to  avoid  breaking  the  lead. 
A  pen  is  held  at  just  enough  slant  to  produce  easy  writing, 
and  with  the  hollow  side  of  the  pen  to  the  right.  The  thumb 
gives  the  pen  holder  a  slight  roll  when  the  backward  shaded 
strokes  J  and  W  are  to  be  made. 


LESSONS  IN  MUNSON  PHONOGRAPHY. 


175 


DICTATION    EXERCISES. 


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